Mahdieh Sarshar; Farzaneh Mikaeily Manee
Abstract
Target comparison of phonological awareness of language literacy in monolingual, bilingual and trilingual children ranged in age from 7 to 9 years. The research design was causal-comparative (post-event) and cross-sectional. The statistical population consisted of boys from 7 to 9 years old in public ...
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Target comparison of phonological awareness of language literacy in monolingual, bilingual and trilingual children ranged in age from 7 to 9 years. The research design was causal-comparative (post-event) and cross-sectional. The statistical population consisted of boys from 7 to 9 years old in public schools in Tehran and Urmia city in the academic year of 2018-2019. The sample was selected by the method available and target, 40 individuals were selected for each language. Data with phonological awareness test checklist Mekaeili Manih (2003) collect and analyezed with Covariance test and Results showed that between monolingual, bilingual and trilingual childrens, recognize words with prime sound composition, recognize words with end-to-end voice classification, rhyme detection, phonological segmentation, naming and deleting the initial phoneme, remove the middle phoneme, naming and deleting the final phoneme, the phonetic composition of the word, syllable composition and there is a difference in the total score of phonological awareness and trilingual and bilingual children performed better in all areas (0/05). It is concluded that the increase of educational languages along with the students' mother languages strengthens phonological awareness.
hamideh pakmehr; masoumeh azizi; Houshang Garavand
Abstract
The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. ...
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The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. Then, final form was prepared for implementation. The statistical society included all primary school teachers in Mashhad in the academic year 2020-2021 (13259 people) that 360 teachers were participated in the study using available sampling method. The validity of the questionnaire was evaluated from three aspects of content validity, structure and correlation between subscales. Examination of the comments of experts and teachers indicated the content validity of this tool. In order to evaluate the construct validity, the factor structure of the questionnaire was evaluated by confirmatory factor analysis with maximum likelihood method at the level of covariance matrix and the results showed that the confirmation model has an acceptable fit. Also, all extracted factor loads were higher than 0.40 and the distribution of questions in the subscales was approved. The correlation coefficients between subscales also showed that there are good internal relationships between subscales (P <0.001). To assess the validity of the art education curriculum orientation questionnaire, internal consistency was evaluated and Cronbach's alpha coefficients for child-centered, disciplinary and cultural subscales were 0.87, 0.88 and 0.87, respectively. Moreover, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of each of the subscales of the questionnaire were reported. According to the findings, it can be said that the art education curriculum orientation questionnaire has desirable psychometric indicators.
Sulmaz farzaneh; heman mahmoudfakhe; samad Abedi
Abstract
The purpose of this study was to investigate the relationship between character strengths and job occupation with the mediating role of teachers' emotions. The research method was descriptive-correlational and the statistical population was all 1400 primary school teachers in District 2 of Urmia, of ...
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The purpose of this study was to investigate the relationship between character strengths and job occupation with the mediating role of teachers' emotions. The research method was descriptive-correlational and the statistical population was all 1400 primary school teachers in District 2 of Urmia, of which 301 were selected by cluster sampling method and on the basis of Klein (2011) rule and based on the number of variables. Data collection tools were standardized questionnaires of character strengths of Seligman and Patterson (2004), Shuffle et al. (2002) and Chen Teachers' emotions (2016). Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that the teachers' character strengths have a positive and significant relationship with job occupation. The relationship between character strengths and teachers' emotions is positive and significant. Teachers' emotions have a positive and significant relationship with their job occupation and finally, the relationship between teachers' character strengths and job occupation, mediated by teachers' emotions, is positive and significant.
Ali Khodaei; Seyed Meysam Seyed Ahmadi; Hassan Gharibi
Abstract
This study examined the moderating effect of gender on the relationship between goal orientations and academic cheating among university students. In this correlational study, 200 university students (100 male and 100 female) responded to the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & ...
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This study examined the moderating effect of gender on the relationship between goal orientations and academic cheating among university students. In this correlational study, 200 university students (100 male and 100 female) responded to the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & Murayama, 2008) and the Academic Cheating Scale (ACS, Farnese, Tramontano, Fida & Paciello, 2011). Multi-group structural equation modeling was used to assess the causal model of gender-moderating effects on the relationship between goal orientations and academic cheating among university students. Results indicated that for total sample and for male and female university students, the relationship between mastery-approach goal orientations with academic cheating was negative and significant and the relationship between mastery-avoidance-goal orientation, performance-approach goal orientation and performance-avoidance goal orientation with academic cheating was negative and significant. In addition, the results of group assignment of causal relationships between variables showed that the relationships between goal orientations and academic cheating in two groups of male and female students were equivalent. Finally, the results showed that in the supposed causal models, 20% and 14% of the variance of academic cheating scores were explained through goal orientations in male and female students, respectively. In sum, the results of the present study, while supporting the conceptual positions of the achievement goal theory in explaining the motivational construct of academic cheating, showed that the functional characteristics of the motivational construct of goal orientations in predicting academic cheating behaviors in male and female university students were similar.
fatemeh Bayanfar; Amir reza Rajaee manesh
Abstract
Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, ...
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Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, everyday memory, retrospective-prospective memory with the mediation of meta-memory of secondary school students. The research was practical and the method was path analysis with structural equation modeling .The statistical population was all second_ grade students in Mashhad in the academic year 2020-2021 that were selected by accessible sampling (322 students). Data collection tools included nejati cognitive abilities questionnaire (2014), Sanderland et al everyday memory inventory (1983), Crawfer et al retrospective-prospective memory scale (2003), Bari memory self-efficiency scale (1989), multi factorial memory questionnaire Troyer and Rich (2002) and grade point average. In order to test the research hypotheses, the method of path analysis and structural equations was used by SPSS-22 and AMOS-22 software. The latent variables of cognitive abilities, everyday memory, retrospective-prospective memory, memory of self-efficiency, and meta- memory with markers. The findings of the measurement model showed that all marker variables were significantly loaded on their latent structural. The results of the structural model also showed that the variables of cognitive abilities, memory self- efficiency, every day memory, retrospective-prospective memory have a positive, direct and significant effect on academic performance with mediating of meta- memory. This model, overall, predicted the variance of academic performance as 67%. Conclusion: According to the obtained results the predictor variables can be used to improve academic performance.
Taher Mahboobi
Abstract
The purpose of this study was to examine the effectiveness of mobile-assisted teaching in self- directed learning, problem-solving skills and academic performance of Payame Noor University (PNU) students in Boukan. The study had an interventional design involving pretest - posttest with the control group. ...
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The purpose of this study was to examine the effectiveness of mobile-assisted teaching in self- directed learning, problem-solving skills and academic performance of Payame Noor University (PNU) students in Boukan. The study had an interventional design involving pretest - posttest with the control group. The study's statistical population was comprised of 120 students including all the students of educational sciences who had entered Boukan PNU Center in the academic year 97-98. To collect the data, sixty participants, who were homogenized on the basis of Raven Progressive Matrices (Intelligence Quotient with 90-110), were assigned randomly into one experimental group (30 participants) and one control group (30 participants). The Self-Directed Learning Scale (Fisher et al, 2001), Problem-Solving Skills Inventory (Heppner and Petersen, 1982) and an academic performance researcher-made scale were given to the experimental group and the control group as the pre-test of the study. Then the experimental group received 8 sessions (60 minutes each session) of mobile-assisted treatment in 4 weeks, while the control group underwent conventional teaching during that period. After finishing the sessions, the participants of both groups took the post-test, and the results were compared. The obtained data were analyzed using SPSS version 24. The analysis of covariance (ANCOVA) showed significant differences in the Self-Directed Learning Scale and its components, Problem-Solving Skills Inventory and its components, and the Academic Performance Scale of the participants in the groups at 0.01 level. The findings of this study, in accordance previous studies, indicate that mobile-assisted teaching can enhance self-directed learning, problem-solving skills and academic performance of Payame Noor University students.
Leila Nikrad; Ahmad Baseri; Hossein Bigdeli
Abstract
The aim of this study was to develop a model of employee procrastination based on the amount of psychological capital (resilience, self-efficacy, hope and optimism) with the moderating effect of critical thinking in employees. The research method was descriptive and was a correlational design and structural ...
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The aim of this study was to develop a model of employee procrastination based on the amount of psychological capital (resilience, self-efficacy, hope and optimism) with the moderating effect of critical thinking in employees. The research method was descriptive and was a correlational design and structural equation modeling method. The statistical population included all employees of Parsian Bank in 1399-1400 with a volume of 2600 people and 300 samples were selected by stratified sampling method. Measurement tools were Saffarinia et al's organizational procrastination questionnaire (2011), Luthans et al's psychological capital scale (2007) and Ricketts critical thinking questionnaire (2003). Data analysis was performed using SPSS25 software and LISREL software. According to the results, the factor load of the direct path of the effect of the psychological capital variable on the procrastination variable was not significant, but with the mediation of the critical thinking variable, this path became significant. Then, in order to modify the model, the paths whose factor load was not significant were removed. Finally, the modified model had a good fit. In the final model, all factor loads were significant, which showed a strong relationship between the observed variables and latent variables. According to the results, it can be said that the more psychological capital and critical thinking a person has, the less procrastination he will have.
