New technologies and school learning
Hossein Poursoltani Zarandi
Abstract
The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research consisted of students from physical education colleges in Alborz ...
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The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research consisted of students from physical education colleges in Alborz province, from whom 412 questionnaires were collected using stratified random sampling. The descriptive research method selected and since the purpose of this research was to investigate the psychometric properties of the questionnaire, it falls under correlation designs. In order to collect data, the technology-based active learning questionnaire of Shroff et al. (2019) used which consists of 20 questions and has the components of interactive participation, problem solving skills, interest and feedback. In order to analyze the data, descriptive indices and Cronbach's and Raykov's alpha coefficient statistical tests were used to determine internal consistency and exploratory factor analysis and confirmatory factor analysis were used to determine construct validity in SPSS.21, LISREL 8.8 and Stata.17 statistical software. The results showed that the reliability of the technology-based active learning questionnaire is (0.968). Regarding construct validity and based on the degree of relationships and significance level, all questions had a significant relationship with the factors and were able to be a good predictor for their component. Additionally, regarding the relationships of the components with the concept of technology-based active learning, the results showed that all four components could be a good predictor for the concept of technology-based active learning, and as a result, it can used to measure the functions of using technology in the field of active learning among students.
Cognitive psychology and school learning
simasadat safavipour naeini; Rasol Roshan Chesli; Shahab Moradi; Abolfazl Karami
Abstract
The purpose of this study was to compare the effects of Life Skills Training with and without Mindfulness Training on Rational-Experiential Thinking, and Negative Thoughts among youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical ...
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The purpose of this study was to compare the effects of Life Skills Training with and without Mindfulness Training on Rational-Experiential Thinking, and Negative Thoughts among youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injury from secondary exceptional high schools in Tehran. Due to the small size of the statistical population, the research sample included all individuals in this population during the 2021-2022 academic year. Using purposive sampling, 45 subjects randomly assigned to two experimental groups and one control group. Group one received life skills training and group two, received life skills training combined with mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. Data analysis conducted using One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had similar effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can said that both educational interventions lead to the strengthening rational and experimental thinking systems and reduction negative thoughts, which is valuable for youth with motor-physical injuries
Motivation and Learning
Narges Masihpour; Soheila Hashemi; habibollah naderi
Abstract
In the present research, the relationship between epistemological beliefs and academic self-determination with academic procrastination investigated through the mediation of academic emotions. The current research employed a descriptive-correlational method. Participants of the study were 320 undergraduate ...
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In the present research, the relationship between epistemological beliefs and academic self-determination with academic procrastination investigated through the mediation of academic emotions. The current research employed a descriptive-correlational method. Participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, who selected through stratified random sampling. To measure the variables using the Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model tested using bootstrap procedure. Results indicated that the proposed model fit the data well; also, the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions
Cognitive psychology and school learning
Davod Rabiee; abolfazl Farahani; farnaz torabi; gholamreza moradisiyasar; mehri safarnezhad
Abstract
The aim of this research was to identify the psychological factors affecting shooting skills in Iranian police training centers. The research findings combined in two parts, the findings from documentary studies and the findings from interviews in the form of the Foundation's data theorizing method with ...
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The aim of this research was to identify the psychological factors affecting shooting skills in Iranian police training centers. The research findings combined in two parts, the findings from documentary studies and the findings from interviews in the form of the Foundation's data theorizing method with the approach of Strauss and Corbin (1998). The participants in the research included academic experts in sports management, police sciences, educational centers, professors, and police shooting trainers, selected through theoretical (judgmental) sampling. The total population for the study was 300, from which 170 individuals selected as a statistical sample using Morgan's table and, a researcher-made questionnaire from the qualitative section distributed among them, and theoretical saturation achieved during the interview with the 20th expert. The research methodology used a sequential exploratory mixed method for data collection. Data analysis was conducted through open, central and selective coding of documents and semi-structured interviews during three rounds of interviews until reaching a theoretical consensus to identify the categories of the central phenomenon, causal conditions, background, intervention, strategies and consequences. The research tool was the coding sheets according to the instructions of the researcher, whose validity confirmed by the members of the research group, and its reliability calculated with the P-Scott criterion of 0.95. The identified psychological factors affecting shooting skills in Iranian police training centers are as follows: 1. The effects of environmental factors on the execution of the shooter's performance, 2. Anxiety and fear during the competition, 3. Not being aware of the reason and motivation for participating in the competition, 4. Attributing one's own value to the abilities in running a sports competition, 5. Variability in focus of attention, 6. Poor performance after returning to the initial state, 7. Self-confidence, 8. Motivation, 9. Emotional control, 10. Concentration.
Cognitive psychology and school learning
Zahra Nasiri; Hamdollah Manzari Tavakoli; Amanollah Soltani; Anahita Bahreyni
Abstract
Mentally retarded children, as a special and vulnerable group in society, often have limited academic skills for various reasons. One of important reason in this field can be executive functions. Therefore, this research aimed to studying the role of executive functions in predicting the mathematical ...
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Mentally retarded children, as a special and vulnerable group in society, often have limited academic skills for various reasons. One of important reason in this field can be executive functions. Therefore, this research aimed to studying the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population consisted of all students studying in elementary schools with mental disabilities in exceptional schools in the city of Kerman during the academic year 1402-1401 A sample of 278 individuals selected using stratified random sampling. BRIEF executive function questionnaire and teacher-made mathematics test used to collect data. Data analysis conducted using SPSS 25 and AMOS 24 software. The results of the research showed: the model of the role of executive functions in predicting the academic skills of mentally retarded elementary students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials, and revision with mathematical academic skills of intellectually disabled students so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The most important predictors of math academic skills in mentally retarded students were planning and working memory, respectively.
Independent learner and learner-centered and its role in promoting learning
taher mahboobi; Mohammad Bagher Akbarpour Zangalani
Abstract
The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample comprised 300 undergraduate ...
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The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample comprised 300 undergraduate students of Payame Noor University in Khoy Center in the academic year 2002-2013, who selected by stratified random sampling. The data collection tool was a questionnaire consisting of the task value subscale (Pintrich et al., 1991), sense of belonging (Wang, White, and Eccles, 2011), academic effort (Dupirat and Marin, 2005), and parental academic involvement subscale. Academic achievement also measured by inserting a question about students' academic averages through self-reporting. Advanced correlation schemes (path analysis) used for data analysis. The results of the research generally showed that the dimensions of emotional and behavioral academic engagement influence the relationship between parents' academic involvement and the academic achievement of distance education students. In such a way, the direct effect of parents' academic involvement on students' academic achievement did not confirmed, but parental academic involvement showed a positive indirect effect on academic achievement through the students' sense of belonging to the university, the value of the task, and academic effort. In addition, concerning the direct effect of research variables on academic achievement, the most positive effect related to academic effort. In addition, the value of the task showed the most positive direct effect on academic effort, and the parents' academic involvement showed the most direct effect on the value of the task. Overall, in this research, it showed that parental academic involvement has an indirect effect on the academic progress of distance education students.
elaheh sadeghi
Abstract
The aim of this research was to evaluate the effectiveness of Dialectical Behavior Therapy (DBT) on academic emotion components and self-control in students aged 7 to 11 with Attention Deficit/Hyperactivity Disorder (ADHD). This research methodology was semi-experimental with pretest-posttest design. ...
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The aim of this research was to evaluate the effectiveness of Dialectical Behavior Therapy (DBT) on academic emotion components and self-control in students aged 7 to 11 with Attention Deficit/Hyperactivity Disorder (ADHD). This research methodology was semi-experimental with pretest-posttest design. Using Pekran, Goerz and Frenzel (2005) academic emotion and the Tangey, Baameister, Boone (2004) self-control questionnaires, 30 students with attention deficit\hyperactivity disorder purposively selected any randomly assigned two experimental and control group. (15 students per group) The experimental group received 8 sessions of DBT based on instructional package and, the control group did not receive any training in the field. After the DBT intervention, the academic emotion components and self-control of both groups measured again. Date analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). MANCOVA analysis showed significant differences in academic emotion components and self-control in both groups, and ANCOVA analysis showed significant differences in both groups in self-control and certain academic emotion components such as enjoyment, angry and boredom. However, some academic emotion components including anxiety, shame, pride, and hopelessness did not show significant differences between the two groups. The results of this study align with other studies indicating that DBT has significant role in academic emotion components and self- control in students aged 7 to 11 with Attention Deficit\ Hyperactivity Disorder