Cognitive psychology and school learning
farzane mikaeeli manee; behzad arzhangi; Siyamak Mirzaee seilabi
Abstract
This research was conducted with the aim of investigating the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics: the mediating role of teacher's perceived social support and homework value. This research was of the type of structural equations. The statistical ...
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This research was conducted with the aim of investigating the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics: the mediating role of teacher's perceived social support and homework value. This research was of the type of structural equations. The statistical population of the research was 270 ninth-year male students of Selmas city, who were selected by multi-stage cluster random sampling method. In order to collect data from the questionnaires of the teacher's perceived enthusiasm (Erosz et al., 2015), perceived social support by Park et al. (2002), the value of math homework, Akin et al. (2016), and school burnout. Salemla (2005) was used. The data was analyzed with SPSS and Lisrel software. The results showed that the direct effects of teaching with passion on social support and homework value were significant. Also, the effect of teaching without passion on social support and homework value was negative and significant, the direct effect of social support and homework value on academic burnout was also significant. Also, the indirect effects showed that teaching with enthusiasm has a negative and significant indirect effect on academic burnout based on the mediating role of social support and task value, and teaching without passion on academic burnout based on the mediating role. Social support and task value have a positive and significant indirect effect. Therefore, it is possible to prevent students' academic burnout in mathematics by providing educational programs to teachers according to the components of teacher's perceived enthusiasm, perceived social support, and task value.
Cognitive psychology and school learning
nafiseh sadat nekouee; zahra Hashemi
Abstract
The purpose of research was to investigate the mediating role of executive functions in the relationship between positive parenting practices and the development of emotional and social competence in students. The research population was all the students of the third grade of elementary schools in the ...
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The purpose of research was to investigate the mediating role of executive functions in the relationship between positive parenting practices and the development of emotional and social competence in students. The research population was all the students of the third grade of elementary schools in the 1st district of Tehran (2022-23 year), 383 of them were included through available and voluntary sampling, and the Alabama Positive Parenting (Frik, 1991), brief executive functions (Gioia et al., 2000) and social-emotional competence (Zhou et al., 2012) were completed. Correlation coefficient and path analysis showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Also, the relationship of parenting with dimensions of executive functions is also positive. The relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, as a result, the role of mediator is incomplete. The present study provides evidence that positive parenting may act as a desirable path for intervention. In this way, focusing on the child's executive function and parenting separately may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.
Cognitive psychology and school learning
seyede molod salari poor; Alireza Hajiyakhchali; Morteza Omidiyan; Naser Behroozy
Abstract
AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical ...
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AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample was selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district was selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point were randomly assigned to the experimental and control groups (15 students in each group). Both groups were evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data were analyzed using repeated measures MANOVA in SPSS23. Results: The results indicated that coloring mandalas was effective in increase memory in and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Conclusions: Based on the findings of the research, coloring mandalas can be used to increase memory and reduce test anxiety in female high school students, and it can also be employed by counselors and psychologists.
Cognitive psychology and school learning
Fariba Tabebordbar
Abstract
The present study was conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second secondary ...
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The present study was conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second secondary level of Shiraz city, in the academic year of 1401-1400 with a sample size of 150 people. The tools used in this research were Desi and Ryan's Basic Psychological Needs Questionnaire (2000), Ahvaz, Najarian et al.'s Perfectionism Questionnaire (2004), and Friedrichs et al.'s Academic Enthusiasm Questionnaire (2004). The relationships between the structures of the proposed model were analyzed using the structural equation modeling method in AMOS software version 24. The fit indices of the proposed model indicated an acceptable fit with the data. The results showed that basic psychological needs have a direct and significant effect on perfectionism (P=0.01, =24) and academic enthusiasm (P=0.01, =18). Perfectionism also has a direct and significant effect on academic enthusiasm (P=0.01, =21). Considering the reduction of path coefficients, it can be said that perfectionism plays a mediating role in the relationship between students' basic psychological needs and academic enthusiasm. By discovering the relationships between the variables related to education, it is possible to prevent dropping out of school and academic failure, and suggest appropriate treatment models to increase the quality of their education.
Cognitive psychology and school learning
Abolghasem Yaghoobi; Masoomeh Azizi; afshin Afzali; Taherh Haghtalab
Abstract
Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and ...
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Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical community all female students of the first secondary school year 2022-2023 were in the city of Hamedan. 40 students with low academic motivation were selected for sample selection by sampling method and were randomly placed in two Test groups (20 students) and the witness Group (20 students). After grouping and conducting the pre-test, the test group was presented with 10 sessions of training in metacognitive strategies. Then both groups were tested. Then both groups were tested. The data collection tools included The academic motivation questionnaire of Wallerand et al. (1992), Questionnaire on the skill of concentration of savari and orkei (2015) and The questionnaire of the academic hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis was used using spss27 software. The findings suggested that teaching metacognitive strategies had a positive and meaningful impact among students with low academic motivation. (p < 0/01). So it can be concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and These factors together increase their academic motivation. Accordingly, it is suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes
Aspects of ethics, values and social related to school learning
Mahdi Shirzadeh
Abstract
This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic ...
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This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic year 1400-1401, and 272 people (137 boys and 135 girls) were selected as a statistical sample using a multi-stage cluster random method. In order to collect data, questionnaires of academic entitlement (Chunning and Campbell, 2009), impulsivity (Patton, Stanford and Barrett, 1995) and academic dishonesty (McCabe and Trevino, 1996) were used. Data analysis was done using Pearson's correlation coefficient and multivariate regression analysis by step-by-step method in SPSS23 software. The findings showed that there is a significant positive relationship between academic entitlement (r=0.43) and impulsivity (r=0.50) with academic dishonesty (p<0.001). The results of the regression analysis showed that academic entitlement and impulsivity can explain 33% of the variance of academic dishonesty; Therefore, it can be concluded that academic entitlement and impulsivity play an important role in predicting academic dishonesty of high school students. It is also suggested that those involved in the field of education should inform teachers and students about the variables of academic competence and impulsivity as effective factors in the process of classroom education to reduce the possibility of academic dishonesty.
