Normalization questionnaires and tools school learning
Maryam Mohsenpour; Hora Almousavi; Molok Khademi Ashkaziri
Abstract
This research was conducted to investigate the psychometric properties of the Person Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso Tapia, Merino Tejedor & Huertas, 2022). This scale evaluates four cognitive, behavioral, emotional and agency components in five educational ...
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This research was conducted to investigate the psychometric properties of the Person Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso Tapia, Merino Tejedor & Huertas, 2022). This scale evaluates four cognitive, behavioral, emotional and agency components in five educational situations. The population was all the undergraduate students admitted to the department of education and Psychology of Alzahra University at academic year of 2019 to 2022. Upon requesting to cooperate, 362 students participated in the research. To collect data, PSAE-QA as main scale, Reev’s academic engagement scale (2013), and Tuckman’s procrastination scale (1991) were used. After collecting the data, three alternative theoretical models consist of a mono-factor model, a second-order factor model and a hierarchical model was conducted to test whether the meta-construct engagement was enough to explain the data variance. The hierarchical model had a better Goodness of fit statistics. Furthermore, after examining the convergent and divergent validity, the academic engagement scale (Reev, 2013) had a positive and significant correlation and the procrastination scale (Tuckman, 1991) had a negative and significant correlation. The reliability coefficient was calculated by Cronbach α and McDonald ω respectively 0.871 and 0.875. According to the results, the PSAE-QA could be considered suitable to study the academic engagement of Iranian students.
Normalization questionnaires and tools school learning
Esmaiel soleimani; hanie pakravan
Abstract
object: The purpose of this research was to validate and standardize the academic perfectionism scale.Materials and methods: The present research method was descriptive and validation type. The statistical population of the research included all the students of Urmia University in 1402, of which 338 ...
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object: The purpose of this research was to validate and standardize the academic perfectionism scale.Materials and methods: The present research method was descriptive and validation type. The statistical population of the research included all the students of Urmia University in 1402, of which 338 were selected through available sampling. Data were collected online. The tools used were academic perfectionism scale and multidimensional perfectionism scale (MPS), self-criticism scale (LOSC) and positive and negative perfectionism scale (PANP). Pearson's correlation test, confirmatory factor analysis and Cronbach's alpha coefficient were used for data analysis. Data were also analyzed by SPSS-23 and Amos software.Findings: The results of the confirmatory factor analysis showed that the academic perfectionism scale with 27 items has 4 factors and the reliability of the Cronbach's alpha coefficient was 0.88. The results of the convergent validity study showed that there is a significant correlation between academic academic perfectionism scale (CAPS) and multidimensional perfectionism scale (MPS), self-criticism scale (LOSC) and positive and negative perfectionism scale (PANP).Conclusion: According to the findings of this research, academic perfectionism scale has good psychometric properties and it can be used as a suitable tool to investigate academic perfectionism. This tool has good validity and reliability.
Distance education, virtual learning and e-learning
Razieh Safarifard; Elahe Hejazi; Amirhosein Zangane; Masoud Gholamali lavasani
Abstract
Recently, the field of education has undergone a profound transformation marked by the integration of technology into traditional teaching and learning methods. Acknowledging the necessity for a thorough investigation, this sequential mixed-methods research delves into the intricacies of the teaching-learning ...
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Recently, the field of education has undergone a profound transformation marked by the integration of technology into traditional teaching and learning methods. Acknowledging the necessity for a thorough investigation, this sequential mixed-methods research delves into the intricacies of the teaching-learning process in the electronic environment at the University of Tehran.Employing a phenomenological research approach in the qualitative phase, interviews were conducted with students and professors, using purposeful sampling guided by data saturation considerations. Qualitative findings shed light on the nuanced experiences of 25 students and 18 instructors actively engaged in electronic teaching-learning at the University. These insights contribute to the development of a theoretical framework encapsulating the dynamics of the teaching-learning process within the electronic landscape at the University of Tehran.In the quantitative realm, researchers designed and validated a questionnaire based on qualitative insights and extensive theoretical reviews. After undergoing content validity scrutiny by experts, the questionnaire was administered to 495 University of Tehran students. Confirmatory and exploratory factor analyses confirmed the final validity and reliability of the questionnaire, consisting of 35 items and 8 factors, with a Cronbach's alpha exceeding 0.70. This instrument emerges as a valuable tool for scrutinizing the teaching-learning process within electronic environments across universities.This study outlines key aspects of e-learning at the University of Tehran, offering a specialized conceptual model. Additionally, it introduces a questionnaire to create an evaluation tool for this crucial aspect at the university and beyond.
Normalization questionnaires and tools school learning
Zahra Maleki; Omid Shokri; Fatemeh Almasi
Abstract
The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research was conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire for adolescents. 400 adolescents (200 girls and ...
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The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research was conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire for adolescents. 400 adolescents (200 girls and 200 boys) who were selected by convenience sampling method, responded to the Perceived Academic Support Questionnaire (Reyes & et al., 2022), the Academic Interest Scale for adolescents (Luo & et al., 2019), the Brief Regulation of Motivation Scale (Kim & et al., 2018) and the motivational persistence scale (Constantin & et al., 2012). The results of the confirmatory factor analysis showed that the PASQ had good factorial validity with a three-factor structure consisting of academic support from teachers, family, and peers. In addition, the results related to the correlation between the dimensions of academic support with motivational regulation, motivational persistence and academic interest, supported the criterion validity of the Persian version of the PASQ. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PASQ across male and female adolescents. Internal consistency for the academic support from family, teachers and peers subscales was 0/90, 0/83 & 0/83, respectively. The validation results of the Persian version of the academic support questionnaire for adolescents showed that this scale has good validity and reliability and can be used in future studies.
Cognitive psychology and school learning
hossein zare; Paria Sadaat Meraji Saeed; Fateme fooladi
Abstract
This study aimed to investigate the relationship between attachment styles and empathy with the mediating role of social problem-solving. This research is descriptive and based on correlation. The statistical population of the present study consists of all the students of Al-Zahra University, from which ...
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This study aimed to investigate the relationship between attachment styles and empathy with the mediating role of social problem-solving. This research is descriptive and based on correlation. The statistical population of the present study consists of all the students of Al-Zahra University, from which 373 students were selected using random cluster sampling. To collect data, adult attachment styles questionnaire (Collins and Reed, 1990), empathy questionnaire (Davis, 1983) and Cassidy and Long (1996) problem-solving questionnaire were used. The collected data were analyzed using Pearson's correlation test and path analysis based on structural equations using Amos-24 and Spss-17 software. The research findings indicated that the relationship between attachment styles and empathy is significant. Also, the mediator role model of social problem-solving had a good fit in the relationship between attachment styles and empathy. Bootstrap results also indicated the impact of attachment styles on empathy through social problem-solving. As a result, it can be said that the variable of social problem-solving has a significant mediating role in the relationship between attachment styles and empathy.
Cognitive psychology and school learning
Najmeh mohamad Panahi,; leila bayat mokhtari
Abstract
Introduction: The aim of this study was to investigate the effect of spatial visual perception skills on the theory of mind of 8-10 year-old students with learning disabilities in Mashhad.Method: This survey plan was quantitative in terms of approach And in terms of the research design, it is a semi-experimental ...
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Introduction: The aim of this study was to investigate the effect of spatial visual perception skills on the theory of mind of 8-10 year-old students with learning disabilities in Mashhad.Method: This survey plan was quantitative in terms of approach And in terms of the research design, it is a semi-experimental type (pretest/ posttest with a control group. The statistical population included all male students in the age group of 8 to 10 years who referred to learning disorder centers in Mashhad with learning disorder symptoms. The statistical sample includes 30 people from the mentioned community who were selected by non-probability sampling method that They were replaced randomly in two groups of 15 people, experimental and control. The experimental group received visual spatial perception skills training for 60 minutes in 10 sessions, while the control group was not subjected to any intervention.All participants were assessed with Stirenman's theory of mind test before and after the implementation of the independent variable. The data of this research was analyzed by analysis of covariance and spss.24 software. Findings: The results of covariance analysis showed that teaching visual spatial perception skills has a significant effect on improving theory of mind performance of students with learning disabilities. Conclusion: overall, this study showed that the Students with learning disabilities had lower theory of mind scores before the implementation of visual spatial perception skills training than after the implementation of the intervention, which resulted in the improvement of learning disabilities.
