Fateme Anvari; Farzaneh Mikaeli manee
Abstract
Developing a causal model of subjective well being based on academic resilience and mediating roles of teacher-student relationship, school climate and emotional adjustment is the main aim of this research. Subjective well-being is one of the important indicators of quality of life which is under the ...
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Developing a causal model of subjective well being based on academic resilience and mediating roles of teacher-student relationship, school climate and emotional adjustment is the main aim of this research. Subjective well-being is one of the important indicators of quality of life which is under the influence of many variables including biological, social, personality, occupational, etc. The statistical population consisted of all high school students in Urmia and participants were 350 students who were selected by multi-stage random sampling and responded to the questionnaire which was based on conceptual model. For fitting data with conceptual model, we used partial least square method (next generation of path modeling).Among the significant findings of this study, we can mention the direct effect of academic resilience on student teacher relationship, emotional adjustment, and school climate as well as the direct effects of emotional adjustment and teacher student relationship on subjective well being. In sum, the revised model of the present study could explain 30% of the variance of subjective well-being, which indicates the importance of the variables in the model.Among the significant findings of this study, we can mention the direct effect of academic resilience on student teacher relationship, emotional adjustment, and school climate as well as the direct effects of emotional adjustment and teacher student relationship on subjective well being. In sum, the revised model of the present study could explain 30% of the variance of subjective well-being, which indicates the importance of the variables in the model.
Narges Yaftian; Hadis Abdi
Abstract
The aim of this study was to investigate the effectiveness of gamification training on mathematical anxiety and mathematical motivation of ninth grade students. This research was conducted by quasi-experimental method with pre-test-post-test design with a control group. The statistical population is ...
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The aim of this study was to investigate the effectiveness of gamification training on mathematical anxiety and mathematical motivation of ninth grade students. This research was conducted by quasi-experimental method with pre-test-post-test design with a control group. The statistical population is the ninth grade students of Mallard district. Based on the available sampling, 50 people were selected and 25 people were randomly assigned to the experimental group and another 25 people to the control group. In 7sessions, the students of the experimental group learned some of the mathematical concepts with the help of gamification. The research tools are questionnaires of mathematical anxiety and mathematical motivation based on valid researches whose face and content validity was confirmed by experts and a number of experienced mathematics teachers. Cronbach's alpha of the Mathematical Anxiety and Mathematical Motivation Questionnaires is 0.865 and 0.903, respectively, indicating their acceptable reliability. Multivariate analysis of covariance was used to analyze the data. The results of multivariate analysis of covariance showed that gamification training reduces ninth grade math anxiety (P<0.05,F=23.227) and increases their math motivation (P<0.05,F=16.521). Findings of the study showed that education with the help of gamification reduces the level of anxiety and stress in students in mathematics and makes teaching and learning this course more attractive and enjoyable.
Sima Aghaei; Hamidreza Hassanabadi; valiollah farzad; Hadi Keramati
Abstract
The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, ...
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The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, Iran Key-Math and according to some exclusion - inclusion Criteria among students introduced to learning disabilities clinics in Karaj. The intervention including conceptual learning of multiplications facts and strategies using explicit instruction, and concrete-representational-abstract method, and automatization of learned facts using detect-practice-repair method was presented in 17 thirty-minute sessions. Data was gathered using a one-minute mad math fluency test. Gathered data was analyzed visually and quantitatively, using R software. Compared to baseline, non-overlap indices, visual analysis and effect size indices confirmed a significant increase in automatic retrieve of multiplication facts in all 5 participants. The findings of this study can help teachers and SLD therapists to build a good foundation for math proficiency in everybody who has math difficulty.
reza ebdam; Abbas Gholtash; fayeze Nateqi
Abstract
The purpose of this study was to design and validate a curriculum based on general competency for Secondary Theoretical School. The research method is exploratory mixed whose data were collected in a field method using a questionnaire. The statistical population included curriculum planning specialists ...
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The purpose of this study was to design and validate a curriculum based on general competency for Secondary Theoretical School. The research method is exploratory mixed whose data were collected in a field method using a questionnaire. The statistical population included curriculum planning specialists and all teachers and experts of theoretical high school in Fars province. The statistical sample was selected in a quantitative section in two stages. At first, 10 curriculum planning specialists were purposefully selected and then from all teachers and experts of theoretical high school in Fars province who were experts in the field of curriculum planning, 80 persons as Statistical sample were selected by simple random sampling. The measurement tool for data collection was a qualitative questionnaire including a deductive content analysis in the qualitative stage and a researcher-made questionnaire in the quantitative stage. Data were analyzed using qualitative content analysis with deductive categorization system and quantitative methods including factor analysis using SPSS software. The qualitative findings of the designed model confirmed the characteristics related to the main elements of purpose, content, method and evaluation, and the quantitative findings indicated the validity of the designed model. Therefore, it can be concluded that the curriculum based on general competence for the secondary theoretical high school in this study can be used in the new educational system.
masoomeh ranjbakhsh; Malek Mirhashemi; Khadijeh Abolmaali
Abstract
The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population ...
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The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population including all adolescent girls aged 16 to 18 years in Tehran in the academic year 2019-2020, a statistical sample of 350 people were selected by multi-stage cluster sampling method and by academic performance, academic motivation and emotional-social competency questionnaires were assessed. The descriptive statistics (Mean, standard deviation, skewness and elongation, etc.) and inferential statistics (Pearson correlation coefficient and structural equations) were used to analyze the data by using SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between social emotional skills and academic performance (p<0.01) and academic motivation mediates this relationship significantly (p<0.01). The results of the present study can be used as a framework for designing educational programs to enhance students' academic performance.
Houshang Garavand; Hamideh Pakmehr
Abstract
The aim of this study was to investigate the mediatory role of the research spirit in relationship between motivational orientations and academic stress, with research self-efficacy to illustrate the relationship between research variables in the causal model. The research population included all Graduate ...
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The aim of this study was to investigate the mediatory role of the research spirit in relationship between motivational orientations and academic stress, with research self-efficacy to illustrate the relationship between research variables in the causal model. The research population included all Graduate students of Kharazmi University in the academic year 2019-2020, that according to Loehlin & Beaujean, (2016), for sampling a statistical sample group with a sufficient number for the model, 15 persons were considered for each variable, of which 280 people were selected using random multi-stage cluster sampling method. The instruments for data gathering were: research self-efficacy questionnaire of salehi (2010), motivational orientations Questionnaire of salehi (2011), research spirit Questionnaire of shirzad & et al (2016) and the academic stress Questionnaire of kamkari & et al. (2010). The data were analysis by method structural equation modeling using softwares of 22-SPSS and 24-AMOS. The results showed that the proposed model has a good fit with the data of this study (RMSEA = 0.044, GFI = 0.99, AGFI = 0.96, CFI = 0.997). The directions of internal research motivation and external research motivation had a positive effect on research spirit and research self-efficacy. Research apathy had a direct and negative effect on research spirit; but it did not have a direct effect on research self-efficacy. Academic stressors had no direct effect on research morale and self-efficacy. Also, the direct effect of research spirit on research self-efficacy was positive and significant. Indirect results of the paths showed that the orientation, intrinsic motivation and research motivation have an indirect effect on research self-efficacy mediated by research spirit; however, external research motivation and academic pressures mediated by research spirit did not have an indirect effect on research self-efficacy. 46% of the dispersion of research spirit scores and 16% of the dispersion of research self-efficacy scores were explained by research motivation orientations and academic pressures. The findings were consistent with the results of previous similar studies and are an important step in explaining the factors affecting research self-efficacy and also as a suitable model for designing comprehensive programs affecting research.
Safdar Nabizadeh; Rasool Kord Noghabi; Abolghasem Yaghoobi; Khosro Rashid
Abstract
The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design ...
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The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design with unequal control group. The study population consisted of male students of the second elementary school of Hamedan in 1397-98, that 54 students of whom were selected by cluster sampling method and were divided into two experimental groups (18 people) and a control group (18 people). First, students in the experimental and control groups filled the Zhou and Ee (2012) Socio-Emotional Competence Scale and the researcher-made academic performance test in the pre-test stage. Then, one experimental group was trained in mindfulness-based stress reduction method in 10 sessions and the other experimental group was trained in mindfulness-based social-emotional learning method in 18 weeks (90 audio files) and the control group no received interventions. After completing the training, all groups completed the tool again in the post-test phase. The results of analysis of covariance showed that the effectiveness of two methods of mindfulness on increasing the components of social-emotional competence and academic performance was significant (p< 0.01). But no significant difference was observed in the effectiveness of the two methods (p> 0.05). Based on these findings, it can be concluded that mindfulness can be used as an effective method to promote social-emotional competencies and academic performance in primary schools.
