narges khaton zabihi hesari; masoud gholamali lavasani
Volume 1, Issue 4 , April 2014, Pages 9-17
Abstract
The present study investigated the relationship between implicit theory of intelligence, self-efficacy and achievement goals (mastery achievement and Performance- Approach achievement goals) .this study is a correlation study. For this purpose from college student of Torbat Heidariye ...
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The present study investigated the relationship between implicit theory of intelligence, self-efficacy and achievement goals (mastery achievement and Performance- Approach achievement goals) .this study is a correlation study. For this purpose from college student of Torbat Heidariye Payame Noor University (N=4000) 400 college students who were studying in humane and basic science were chosen by multistage cluster sampling. Three questionnaires were used: intelligence beliefs questionnaire, achievement goals scale and self-efficacy beliefs questionnaire. In the current study we obtained a reliability estimate (Cronbach’s α) of 0/95, 0.97, 0/92, 0/70 and 0/93 orderly for entity beliefs of intelligence, incremental beliefs of intelligence, mastery achievement goals, Performance achievement goals and self-efficacy. The data was been analyzed by using path analysis. The results showed that straight causal effect of entity beliefs of intelligence on performance achievement goals was positive and on self-efficacy beliefs was negative, straight causal effect of performance achievement goals on self-efficacy was negative. also straight causal effect of incremental beliefs of intelligence on mastery achievement goals and self-efficacy beliefs was positive, additionally causal effect of mastery achievement goals on self-efficacy was positive. The result also demonstrated that about 0/15 of self-efficacy beliefs variance has been interpreted by entity beliefs of intelligence and performance achievement goals and about 0/23 of its variance has been interpreted by incre-mental beliefs of intelligence and mastery achievement goals. In general, data suggested that incremental beliefs of intelligence have a positive influence on self-efficacy beliefs through the mediating role of mastery achievement goals.
sheida sharifi saki; mohammad hosein fallah; hosein zare
Volume 1, Issue 4 , April 2014, Pages 18-28
Abstract
The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students ...
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The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment.
ahmad zandavanian naeeni; mehdi rahimi; forogh poortaheri
Volume 1, Issue 4 , April 2014, Pages 29-41
Abstract
The aim of present study was to investigate the relationship between learning approaches (deep, surface and strategic approaches) with qualitative academic performance (self-efficacy, planning, motivation, emotional effects and lack of output control) and quantitative academic performance. The ...
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The aim of present study was to investigate the relationship between learning approaches (deep, surface and strategic approaches) with qualitative academic performance (self-efficacy, planning, motivation, emotional effects and lack of output control) and quantitative academic performance. The participants were 414 bachelor students of Yazd University (256 girls and 158 boys) whom were selected randomly. The instruments of study were Approaches and Study Skills Inventory for Students and Educational Performance Test. Cronbach alpha coefficients reported acceptable reliability of the measures. The average of total score of students was used to examine the quantitative academic performance. In data analysis, multiple regression analysis was used to study the relationship between variables. The result of regression analysis showed that deep and strategic learning approaches positively and surface approach negatively predicts total score of qualitative performance. Furthermore, all five components were predicted significantly by surface and strategic approaches to learning. Self-efficacy and motivation were predicted by deep approaches too. Another result is that deep approaches were not predictor of quantitative academic performance, but strategic approach in a positive way and surface approach in a negative way predicted the term average and total average of students. The results of this study demonstrate the importance of approaches to learning in quality of students' academic performance.
saeid mazlomian; ahmad rastegar; mohammad hasan seif; reza ghorban jahromi
Volume 1, Issue 4 , April 2014, Pages 42-54
Abstract
The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate ...
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The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate students from Fars Province Payame Noor University were chosen through multi-stage cluster sampling and completed a self-report questionnaire consisted of task value, academic self-efficacy, achievement goals, and learning strategies. The students' final academic GPA was used as indicator of current academic achievement and their GPA in the last semester was used as indicator of previous academic achievement. The results generally indicated that task value, academic self-efficacy, and achiev-ement goals have indirect effect on mathematics achievement through the mediatory role of superficial and deep learning strategies. Moreover, students’ previous academic achievement had both direct and indirect effect on mathematics achievement. In discussion and result sector , we will talk about findings in more detail.
khadijeh nourani; mohammadreza sarmadi; eisa ebrahimzade
Volume 1, Issue 4 , April 2014, Pages 55-68
Abstract
Poststructuralist philosophy as the governing philosophy of Western societies provide the philosophical foundations of modern episteme-ology the increasing use of information and communication network which can be influential in E-Learning. This paper is a brief introduction to the post-structuralism ...
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Poststructuralist philosophy as the governing philosophy of Western societies provide the philosophical foundations of modern episteme-ology the increasing use of information and communication network which can be influential in E-Learning. This paper is a brief introduction to the post-structuralism episteme-ology seeks to deconstruct the idea with three philosophical implications used to describe E-learning. First impression, the inquiry focuses on the deconstruction involves some kind of interaction, interactive course that person is not with others but with self. Second impression on a possible consequence of reading the text emphasizes that multiple readings or interpretations of the text/ content by learner. This element is called when the text is magnified virtual space that can be interpreted as multidimensional replacement with one-dimensional interpretation .The third concept, Derrida's emphasis is on the Writing, based on e-learning. The learners can be use in written communication(text) document to reflect their views. So once again, It is proved that writing is of special status in education.
somayeh davodi
Volume 1, Issue 4 , April 2014, Pages 69-76
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected used simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant. Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement. Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
saeid rezaei; gholamali afroz; saeid hasanzade; elahe hajazi; seyd kamal kharazi
Volume 1, Issue 4 , April 2014, Pages 77-84
Abstract
Social cognition impairment and emotional problems are explicit characteristics of people with autism disorder and especially high functional autistic. Social-cognitive impairments are a grope of problems in interpreting of self and others emotion, social function, problem in making and developing ...
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Social cognition impairment and emotional problems are explicit characteristics of people with autism disorder and especially high functional autistic. Social-cognitive impairments are a grope of problems in interpreting of self and others emotion, social function, problem in making and developing of adapted and appreciated social relations. The objectives of this research include development of social cognition training program and its effectiveness for emotional skills (Reading, Interpreting, expressing) of High- Functional Autistic Children. This research was an experimental research in which students who got more than 150 scores in autism high functional scale were selected as a sample by available sample method from all students who were access therapy and training in Tehran autism schools. From the 14 HFA,7 students in experimental and 7 in control grope were selected randomly. Social cognition developed program in 14 session (per session 2.5houres) were taught in Tehran psychology clinic. For the assessment of emotional skills situation, Baron-Kohen emotion test was applied. The collected data were analyzed by advanced statistical method like repeated measures and analysis of variance. The results showed that all hypothesis of this research significantly were accepted. The results showed that social cognitive training program (SCT-A), led to modifying and increasing the emotional skills and capability of HFA student in experimental group.
