mohsen yazdanfar; fariborz dortaj
Abstract
For the purpose of studying students' mathematics study skills in Shahid Bahonar University, the sample includes 150 students who were selected through randomization method. The questionnaire includes queries and has a total of micro tests that estimates factors. After performing and grade the questionnaire ...
Read More
For the purpose of studying students' mathematics study skills in Shahid Bahonar University, the sample includes 150 students who were selected through randomization method. The questionnaire includes queries and has a total of micro tests that estimates factors. After performing and grade the questionnaire students were ranked by excellent, good and poor levels in the view of mathematics study skills. As well in this research the relationship between mathematics. Study skills' grade and demography characteristics such as sex and the field of study had been studied. The findings indicate that generally the mathematics study skills of the students are poor and the existence of a meaningful difference between the grade of males andfemales in the view of mathematics study skills. Moreover, it also displays a meaningful difference in the average of the students by different fields ofstudy considering some of the micro-tests.
balal izanlo; mojtaba habibi
Abstract
Nowadays, there are two dominant paradigms in the measurement domain: the Classic Theory of Measurement introduced by Spearman and item-Response Theory whose genesis can be traced to the latent Trait Theory. In fact, once used for the measuring variables with two levels, the latent theory was dubbed ...
Read More
Nowadays, there are two dominant paradigms in the measurement domain: the Classic Theory of Measurement introduced by Spearman and item-Response Theory whose genesis can be traced to the latent Trait Theory. In fact, once used for the measuring variables with two levels, the latent theory was dubbed Item-Response Theory. This theory has clear and rational foundation though its intricate mathematical underpinning - compared to the classical theory - has caused researchers to have little inclination to use it. Within the framework of this theory, there are two different approaches to measurement. The first approach which adheres to the Rosh models aims at measuring the magnitude of the target trait in people. However, the second approach, which has developed with the primary purpose of analyzing questions and evaluating their parameters. draws on the parametric models of 2 and 3 for achieving the same objective. Despite all the differences between these two approaches, researchers are mostly unaware of them with ve,y few sources pinpointing the discrepancies. Therefore, the current study deals with the theoretical foundations of the item-response theory, its assumptions, as well as its models and their differences.
morteza karami; seyedsadrodin shariati
Abstract
The present study aims at extracting the principle of interpersonal relations based on moral-social teachings of the Holy Qur'ān, Chapter Hujarāt. In this applied and descriptive research, the data are collected based on library sources. The results of the research include: (a) principles of interpersonal ...
Read More
The present study aims at extracting the principle of interpersonal relations based on moral-social teachings of the Holy Qur'ān, Chapter Hujarāt. In this applied and descriptive research, the data are collected based on library sources. The results of the research include: (a) principles of interpersonal communication such as paying attention to the status of the audience (social hierarchy), observance of respect and politeness, religious brotherhood (a concept beyond empathy), integrated view and message analysis, (b) rituals of interpersonal relations such as attention to the effect of tone of voice, eye contact, ways of listening and the setting of dialogues; (c) barriers to communication such as mind reading, mocking, fault-finding, backbiting, paranoia, surveillance and labeling. According to these findings, a model content model about interpersonal communication is presented.
E. Rahimian Boogar (Ph.D); M. Najafi (Ph.D); K. Khushabi; F. Heidari (M.A); M. Heidari (M.A)
Volume 4, Issue 13 , October 2008, , Pages 136-159
Abstract
The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were ...
Read More
The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were analyzed through frequency and chi square test.This analysis indicated that %12/9 of students in guidance school and secondary schools in shahreza town have moderate and severe depression. also, %10 boy students in urban guidance school, %7/5 boy students in rural guidance school, %15/9 girl students in urban guidance school, %15 girl students in rural guidance school, %5/8 boy students in urban secondary school, %8/3 boy students in rural secondary school, %13/3 girl students in urban secondary school, and %26/7 girl students in rural secondary school were depressed. Moreover, the difference between prevalence of depression in boy and girl students was statistically significant and depression in girls was more (P<0/001). On the other hand, the difference between prevalence of depression disorder in urban and rural students (P=0/390) and in guidance and secondary school students (P=0/171) was not statistically significant.Depression prevalence in terms of gender is different, but life status (urban or rural) and academic level is not important in prevalence of depression. This result has implications for educational settings.
Mahboubeh Khosravi; Kourosh Fat'hi Vajargah; Hassan Maleki; Darioush Norouzi
Volume 9, Issue 27 , April 2013, , Pages 136-168
Abstract
The present study presents an appropriate model for examining curriculum innovations and provides pathology of innovation in different models of curriculum innovation. This research aims to investigate curriculum innovations at the stage they are implemented. For this purpose, the factors effective on ...
Read More
The present study presents an appropriate model for examining curriculum innovations and provides pathology of innovation in different models of curriculum innovation. This research aims to investigate curriculum innovations at the stage they are implemented. For this purpose, the factors effective on acceptance of curriculum innovations in the higher education system in Iran were examined. Then, 179 faculty members of different universities in Tehran, who involved in higher education curriculum revision program, were surveyed. Analysis of the data indicated the National Curriculum Revision Bylaw was not accepted in practice. Moreover, the research results showed that in implementation of higher education curriculum innovations, several factors should be considered.
Hussein ' Zare; Vahideh Saleh Mirhassani
Volume 8, Issue 25 , October 2012, , Pages 138-154
Abstract
The aim of this research is to study the impact of interactive mental imaginary and emotional load of words on recall and recognition. 40 postgraduate students were randomly selected to represent the control and experimental groups. The experimental group received training in interactive mental imagery ...
Read More
The aim of this research is to study the impact of interactive mental imaginary and emotional load of words on recall and recognition. 40 postgraduate students were randomly selected to represent the control and experimental groups. The experimental group received training in interactive mental imagery in two sessions. Both groups were given a list of 30 words with negative, positive and neutral emotional load. Then, the number of words recalled and recognized by the two groups was assessed. The results of this study showed a significant difference in the rate of recall and recognition between the control group and the experimental one. Indeed, students who were trained could recall and recognize the presented words more than other subjects. Also, there was a significant difference between the score of recall and recognition in the two groups. According to the results of this study, recalling of words with emotional load was significantly higher than neutral words while the level of recognition of positive words was significantly higher than the other words. The findings of this study provided evidence for the significant impact of interactive mental imaginary and emotional load on recall and recognition.
mehdi shahmohamadi; mohamadhasan torabi
Abstract
Mobile phone technology means that it has become a very efficient tool. The development of tools and reduce its price, makes it all the segments of the from the old to the young do not go out of the house without their cell phone and the most essential tool with which they have. This has caused most ...
Read More
Mobile phone technology means that it has become a very efficient tool. The development of tools and reduce its price, makes it all the segments of the from the old to the young do not go out of the house without their cell phone and the most essential tool with which they have. This has caused most organizations and service agencies also offer mobile services based on their. List of the Quran, to pay electricity , water bills and handling money or buying stocks, mass advertising or information and news for all the necessary software can be downloaded and used free of charge from variety of sites. In a word, is something that need to be done and the runs on the mobile software for it are not? The main purpose of this paper reviews the use of mobile in development and education, or M-Learning.
Mehdi Marjani; Rozita sepehrnia
Volume 10, Issue 32 , July 2014, , Pages 139-154
Abstract
In order to increase the efficiency of learning in the field of medicine, people have to be evaluated and selected according to certain criteria. The present research aims to study the role and position of professional skills training in selecting ...
Read More
In order to increase the efficiency of learning in the field of medicine, people have to be evaluated and selected according to certain criteria. The present research aims to study the role and position of professional skills training in selecting veterinary surgeon assistants inIran. This was a descriptive correlational research. Using random sampling method, ١٥٠ subjects were selected from among veterinaryprofessors, students, technicians, and surgeons working in hospitals,universities of veterinary medicine, specialist veterinary clinics, and offices in Tehran. The research instruments were questionnaires, validity and reliability of which were confirmed respectively by a panel of specialist surgeons and calculating Cronbach's alpha coefficient (٠.٨). The data was analyzed using the KolmogorovSmirnov test, likelihood ratio test, and Friedman test. The resultsshowed from among the eight indicators of professional skills, ‘proper and reasonable relationship with the patient and his attendant’ is the most effective factor in selection of surgeons. Moreover, the lowest index was ‘creating a safe environment without stress for the patientand the surgical team’. The findings of this research can be used inpolicy-making and planning for the medicine education system with the purpose of evaluating and selecting veterinary surgeon residents.
bahman kord
Seyed Sadr al-Din Shariati; Rohollah Hasanzadeh; Saeed Beheshti; Ahmad Salahshoor
Abstract
The aim of the present study is to deduce the principles and methods of social education from Allameh's anthropological point of view using Frankenna's inferential method. The paradigm of research is qualitative and its type is practical and the research question is the inference of the principles and ...
Read More
The aim of the present study is to deduce the principles and methods of social education from Allameh's anthropological point of view using Frankenna's inferential method. The paradigm of research is qualitative and its type is practical and the research question is the inference of the principles and methods of social education from the anthropological foundations of Allameh using Frankenna's inferential method from his anthropological books. The results showed that the principles of their social education are: the interaction of individuals and society with each other; Existence of individual differences in human beings; Cultivating human intellectual powers; Creating a rational human society; The interaction of science and practice with each other; Altruism and kindness to people; Honoring human beings; Cooperation with each other; Seeking justice; Moderation; Freedom; responsibility; No evasion. Methods of social education also include: staying away from talented people and joining competent people; Attention to the breadth and ability of human beings; Following the instructions of the Qur'an; Use of science and experience; Purification of imagination; Use of experienced professors and trainers; Following the model of a perfect human being; Education and discipline; Utilizing beneficial knowledge and righteous action; Love and kindness to the people; Humility and humility with all people; Respect and appreciation of the people; Partnership with each other; Caring for relatives and friends; Self-standard; Economy and moderation in life; Applying religion to the knowledge of true freedom; Opposition to the air of the soul; Perform tasks correctly; The gradual nature of social education; Loot time.
Mansour Salmani; Ahmad Khamesan; Mohammad Reza Asadi Younesi
Abstract
The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between ...
Read More
The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.
روانشناسی یادگیری
maryam motaghian; hasanpasha sharifi; malek mirhashemi
Abstract
The goal of this study is to explain the academic motivation in the students based on perceived motivational orientation of teachers and parents by mediation of basic psychological needs. To this end, a sample including 404 high school students of Hamedan schools has been chosen based on multistage-cluster ...
Read More
The goal of this study is to explain the academic motivation in the students based on perceived motivational orientation of teachers and parents by mediation of basic psychological needs. To this end, a sample including 404 high school students of Hamedan schools has been chosen based on multistage-cluster sampling method. Then the scales of academic motivation, perceived motivational orientation of parents, perceived motivational orientation of teachers, and the basic psychological needs were conducted. The Data were analyzed according to structural equation modeling (SEM) method. The final model showed a special pattern of relationship between the study variables that explain respectively 44/0, 37/0, 22/0 of variances of intrinsic motivation, extrinsic motivation and amotivation. The fitness indicators of the model showed the proper fit with the data (χ2=1/81, P=0/61, GFI=1/00, AGFI=0/99, CFI=1/00, NFI=0/99, RMSEA=0/01). The direct effect of parents’ motivational orientation on the academic motivation was not supported, but was confirmed indirectly by mediation of psychological needs on intrinsic and extrinsic motivation and amotivation. Also, the direct and indirect effects of motivational orientation of teachers on three aspects of academic motivation were meaningful. The teachers’ motivational orientation was more explaining about the students’ academic motivation than parents’ motivational orientation that suggests the basic significance of the class atmosphere and teachers’ motivational orientation on the students’ academic motivation.
Ali Abdi (MA); Saeed (MA) Ariapooran,
Volume 4, Issue 12 , July 2008, , Pages 144-163
Abstract
The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling ...
Read More
The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling were selected and completed the received stress (Kohen et al, 1983) and coping style scales (Moss, 1993). The subjects’ academic average was also used as their academic performance index. Results of Pierson correlation indicated that in women and men students there was a negative correlation between positive perceived stress and logical analysis, seeking guidance and support, positive reappraisal, and problem-solving copings and was negative correlation between negative perceived stress and these copings. The results of multiple regressions indicated that in women and men, the most powerful variables to predict academic performance was positive received stress. Also, the powerful copings to predict academic performance in women were acceptance or resignation, seeking guidance and support, seeking alternative rewards and logical analysis copings and in men this copings were problem solving, logical analysis, positive reappraisal and emotional discharge copings.
Muhammad Khayyer; Mas'oud Husseinchari; Mahmoud Bahrani
Volume 8, Issue 24 , July 2012, , Pages 144-169
Abstract
The aim of the present study is to investigate the biases of students' self-efficacy with regard to some external criteria and its impact on educational motivation, affects and performance outcomes. Participants were 273 second-grade guidance-school students (150 female, 123 male) who were selected by ...
Read More
The aim of the present study is to investigate the biases of students' self-efficacy with regard to some external criteria and its impact on educational motivation, affects and performance outcomes. Participants were 273 second-grade guidance-school students (150 female, 123 male) who were selected by cluster random sampling. The instruments were scales about self-efficacy, motivation, affects and sense to school .On the basis of subtraction of a criterion score (yielded by the average value of teacher evaluation, peers evaluation and the students' math performance), students were divided into three self-efficacy judgmental groups, i.e. pessimists, optimists and realists. The resultsshowed that most of the students overestimated their math self-efficacy. Analysis of variance for motivation and affects outcomes showed significant differences between the means of pessimists and realists groups in benefit of the optimists group. Also, all groups were significantly different in math performance. Pessimists group had the highest and the optimists group the lowest scores. The results indicated a relationship between the kind of self-efficacy judgments and educational motivation, affects, and math performance. Due to unrealistic estimates of students' academic efficacy, it is recommended to find a solution for this problem.
Aboulghasem Yaghobi (PhD); Hamid Alizadeh (PhD); Farzaneh Moradi Amin (MA)
Volume 6, Issue 16 , April 2010, , Pages 145-168
Abstract
Abstract
his study compares mental health, academic achievement, and educational functioning in students with and without attention deficit hyperactivity disorder (ADHD). In this descriptive study sixty 1st grade students (30 with and 30 without ADHD) were recruited from guidance schools in Hamedan. ...
Read More
Abstract
his study compares mental health, academic achievement, and educational functioning in students with and without attention deficit hyperactivity disorder (ADHD). In this descriptive study sixty 1st grade students (30 with and 30 without ADHD) were recruited from guidance schools in Hamedan. Mental Health Inventory and Academic Achievement Inventory were utilized for collecting the data. Data analysis revealed a significant difference between the two groups. Accordingly, we can suggest that students with ADHD have a poorer condition in these three variables. On this base, we stress on the related psychological service for students with ADHD. Clinical implications have been discussed.
sekineh soltaani kouhbanani
Abstract
Purpose of this research is the impact of working memory computer assisted program on executive functions and mathematic performance improvement in students with mathematics disorders. In this project we have tested the feasibility of working memory training in students with mathematics disorders. Method ...
Read More
Purpose of this research is the impact of working memory computer assisted program on executive functions and mathematic performance improvement in students with mathematics disorders. In this project we have tested the feasibility of working memory training in students with mathematics disorders. Method of this research is quasi experiment. Sample these research involved 20 students with and without mathematics disorder in truth, fourth and fifth grade in Tehran with pre- post and follow up test in the research. Instruments are London tower, Stroop test, Continuous Performance Test, and KeyMath test were used for analyzing data. the t test show more significant difference in average in trained group comparing to control group , the post-test did immediately after and one week after finishing training period (P= 0/05). Also difference of effect of Executive Functions (pre-post-follow up) is significant (P= 0/05) and effect between group (experimental-control) is significant (P= 0/05). of t test show differences between Executive Functions (Organization, Planning, Working memory and Inhabitation response) and mathematics disorder in pre- post-test after training in students with mathematics disorder. The trained group shows the better performance in post-tests the impact of working memory computer assisted program on executive functions and mathematics performance improvement in students with mathematics disorder.
mina mohebbi; Mirmahmoud Mirnasab; Eskandar Fathiazar; Touraj Hashemi
Abstract
The present study aimed to identify the function of physical bullying behavior, develop and evaluate the effectiveness of multifaceted function-based intervention, and to compare antecedent and consequence- based interventions and replacement behavior training on the bullying behavior and social competence ...
Read More
The present study aimed to identify the function of physical bullying behavior, develop and evaluate the effectiveness of multifaceted function-based intervention, and to compare antecedent and consequence- based interventions and replacement behavior training on the bullying behavior and social competence of bully students. The study subjects consisted of sixty bully students, fifteen pro-bully students and nine fifth-grade teachers, who were selected using the purposeful sampling, simple random sampling and screening procedures. Measurement instruments include the Participant Role Scale, Peer Nomination Form, Teacher Nomination Form, Illinois Bullying Scale, Self-report Scale for Social Competence, Motivation Assessment Scale and Problem Behavior Questionnaire. A pre-test/post-test and control group, semi-experimental design was used for the research. In this study, receiving sensory reinforcement was found to be the function or cause of bullying behavior in 45% of the bully subjects. The results of multivariate analysis of covariance revealed that reduced bullying behavior and improved social competence among the students are significantly associated with the multifaceted function-based behavioral intervention, but not alone with the antecedent- and consequence-based intervention and replacement behavior training. The results thus indicate the importance and the role that multifaceted function-based interventions have on reducing bullying behavior and improving the social competence of bully students, given the simultaneous change in antecedents, consequences and target behaviors. Limitations of research and implications for educational psychologists are discussed.
روانشناسی یادگیری
khadijeh moradi; Hassan Asadzadeh; Abilfazl Karami; mahmoud najafi
Abstract
This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. ...
Read More
This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. The sample comprised 400 boys and girls who were selsected through srtratified random sampling method. The research instruments were: A) the academic emotions Questionnaire (Pekran and other), B) the academic engagement Questionnaire (Archambelt and other), and C) the positive development Questionnaire (Lerner and other). The collected data were analyzed using structural equation modeling. The results showed that: Positive emotions had direct effect on academic achievements, but negative emotions have no direct effect on academic achievements. Academic engagement had a direct effect on academic achievements. Positive development had direct effect and significant on academic achievements. academic engagement through mediated of positive development had effect on academic achievement, and positive academic emotions through mediated of positive development had effect on academic achievement Therefore, it is essential to consider the components of positive academic emotions and students' academic engagement for students' academic achievement.
Mansoureh Abolhasani (MA); Masoumeh Esmaeli (PhD)
Volume 6, Issue 17 , July 2010, , Pages 148-170
Abstract
Abstract
ne of the most important needs of human is achievement to perfection, accomplishment and success. Significant part of our country population is related to young people and one of the factors to maintain young people fresh is achievement to success during various stages of life. The present ...
Read More
Abstract
ne of the most important needs of human is achievement to perfection, accomplishment and success. Significant part of our country population is related to young people and one of the factors to maintain young people fresh is achievement to success during various stages of life. The present research is performed with the goal of comparative evaluation of success metaphors among top grades, middle grades and who were not accepted in university entrance exam of 2008. Therefore, 150 candidates of university entrance exam of 2008 have been selected (50 top grades, 50 middle grades and 50 unaccepted from 5 test groups). By this, from top grades of 1-20, and from middle grades of 1000-1500 and from who were not accepted as above 30000, the persons have been selected by sampling method. Then, metaphors were evaluated using content analysis method, descriptive type. Therefore, below results have been archived: Top grades noted to individual factors, middle grades noted to individual and environmental factors and who were not accepted noted to environmental factors. Also, among effective factors to the success of these three groups, the external unfavorable conditions were meaningful to who were not accepted and other factors were common among them. As successful and unsuccessful people are defined based on university entrance exam grades, these results are specified to these groups and not generalized to other groups with different success definition and any conclusions should be provided as conservative.
Javad Mesrabadi; Akbar Alilou
Abstract
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency ...
Read More
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.
Mansour Bayrami; Touraj Hashemi; Eskandar Fathi Azar; Parvaneh Ala’i
Volume 8, Issue 26 , January 2013, , Pages 152-175
Abstract
Bullying is a low-level violence that has been attended lately by educational psychologists and researchers, and has two forms: traditional and cyber bullying. This research was conducted to study the prevalence of bullying and its relation to teacher–student relationship among female adolescents ...
Read More
Bullying is a low-level violence that has been attended lately by educational psychologists and researchers, and has two forms: traditional and cyber bullying. This research was conducted to study the prevalence of bullying and its relation to teacher–student relationship among female adolescents of public middle schools in Tabriz. It also sought to compare these variables between various grades. Therefore, 397 female students of Tabriz middle schools in the school year 2011-2012 were chosen by the multi-stage cluster random sampling method and Bullying Scale (Patchin & Hinduja, 2011) and Inventory of Teacher–Student Relationship (Murray & Zvoch, 2011) were used as the research tools. Data analysis by SPSS showed that prevalence of bullying behavior during the last month of study was 64.2%. Pearson correlation coefficient test displayed that there was negative correlation between bullying, its traditional and cyber forms, and teacher–student relationship quality (p<0.01). According to the results of regression, alienation from and trust in teacher predicted 19% variance of bullying variable; and alienation factor was a better predictor variable (ß=-0.32). Moreover, results of one-way analysis of variance demonstrated that prevalence of bullying among students of second and third grades was more than first graders, and their relationships to teachers were also more negative. Considering the experimental results, increased attention to the quality of teacher–student relationship is recommended for decreasing maladaptive and bullying behaviors of students, especially girls.
روانشناسی یادگیری
Mohammad Ahmadi Deh Ghotbaddini; mohammad sharafi; Maryam Gholomrezai Nezhad Anari; Maryam Gholomrezai Nezhad Anari
Abstract
This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals and intrinsic- extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage ...
Read More
This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals and intrinsic- extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage cluster sampling method and responded to items of achievement motivation scale , the academic self-efficacy subscale of Motivated Strategies for Learning Questionnaire by Pintrich & Degroot (1990), and 3×2 acheivement goals questionnaire by Elliot,Murayama and Pekrun (2011). Data were also analyzed using path analysis method.The results showed that the direct effect of academic self-efficacy on task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance goals and intrinsic and extrinsic motivation was positive and significant. Other results showed that the direct effect of task-approach goals on intrinsic motivation was positive and significant but direct effect of self-approach, self-avoidance and other-avoidance goals was negative and significant and the direct effect of task-avoidance and other-approach goals was not significant. the direct effect of self-avoidance on extrinsic motivation was negative and significant but direct effect of task-approach, task-avoidance, other-approach, other-avoidance and self-approach was not significant. The mediating findings also showed that task-approach goals had positive and significant mediating role, and self-approach and self-avoidance goals had negative and significant mediating role in the relationship between academic self-efficacy and intrinsic motivation. These results indicate that the type of achievement goals that learners adopt, can effect the relationship between academic self-efficacy and type of learner motivation, especially effect on intrinsic motivation.
روانشناسی یادگیری
Rahim Moradi; Ali Delavar; Behnam Rasoli; Reihaneh Salehrad; Zahra Taheri
Abstract
The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test ...
Read More
The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test with a control group. The population included all eighth gradeof Secondary students in public schools in Khorramabad during academic year of 2015-16, and the sample ofthis Research was 70 Eighth grade male students (35 cases in Test Group, and 35 in control Group), respectively. Due To Performance limitation, Sampling was taken in Convenience one. The researcher operated the course content on the test group, during eighth 90-minute sessions, Based on Four-Component Instructional Design Model. The data collecting tool was Abedi's creativity test. To analyze data, we used multivariate covariance analysis. According to The ontained results, it can be said that there is a significant correlatom between the creativity rate of students taught With Four-Component Instructional Design Model and the students taught with traditional Education Model, And this Difference is beneficial toward the group taught With Four-Component Instructional Design Model. It is suggested that the Four-Component Instructional Design Model is utilzed as suitable Model to prepare the students with deep understanding From Issue, and to increase the divergent thinking and creativity.
Saeed Beheshti (PhD); Roshanak Nikooi (MA)
Volume 6, Issue 18 , October 2010, , Pages 154-180
Abstract
Abstract
ll approaches about the philosophy of religious education are placed in four categories: "philosophy of religious education its more general meaning, philosophy of religious education in its general meaning; philosophy of religious education in its particular meaning, and philosophy of religious ...
Read More
Abstract
ll approaches about the philosophy of religious education are placed in four categories: "philosophy of religious education its more general meaning, philosophy of religious education in its general meaning; philosophy of religious education in its particular meaning, and philosophy of religious education in its more particular meaning." In this paper which is organized on the fourth approach, philosophy of religious education from the view point of Islam was defined as "one of the Islamic philosophical sciences which explains and analyses the concepts and propositions of religious education from the viewpoint of the Quran and innocents tradition by documental-argumental method. Epistemological foundations of religious education from the Islam viewpoint are: "possibility of necessary knowledge for religious education", "three cognitive instruments of sensation, reason, and spirit refining", "guardedness of necessary knowledge for religious education", and "correspondence to reality as the final criterion of correctness of necessary knowledge education." Ontological foundations of religious education from the Islam's viewpoint are: "having origin of existence", "having goal of existence", "guardedness of existence", "true unity of existences components". Principles of religious education on the basis of mentioned above epistemological foundations are "to make the most of knowledge", "activity in knowledge", "expertise in knowledge", "combination in knowledge" ,"real selection" and "real evaluation".
Principles of religious education on the basis of mentioned above on to logical foundations are: "cognition of origin", "cognition of goal", and "believing in origin ""believing in goal," gradedness of stages, foundations, Principles, objectives, materials, and methods of religious education". And finally, objectives of religious education from the Islam's viewpoint were introduced in two parts: "arrival to divine absolute nearness", and "certainty", "virtue", "fait", and "Islam".
mahmood najafi; golamreza dehshiri
Abstract
Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered ...
Read More
Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered the Loneliness Fillings Scale and Kooper Smith’s self-esteem Questionnaire. Results: The results showed that self-esteem and loneliness were significant predictors on academic achievement. Also, there was negative significant correlation between self esteem and loneliness. Other results showed that the mean scores of self esteem and affective symptoms of loneliness of girls were significantly higher than the boys’ mean scores. Conclusion: in sum, the results represented the importance and the role of need to self-esteem as a potential variable for helping to students in order to cope with their affective-social loneliness experiences and academic achievement.
