Fariba Dortaj; Esmail zarei zevaraki; khadijeh aliabadi
Abstract
This study was conducted to design and validate Mooc model-based distance education for students and validation in terms of experts. The research method was descriptive-analytic with approach of systematic review of research literature and descriptive-survey method was used to validate the model. In ...
Read More
This study was conducted to design and validate Mooc model-based distance education for students and validation in terms of experts. The research method was descriptive-analytic with approach of systematic review of research literature and descriptive-survey method was used to validate the model. In order to design educational model, the statistical society of this research includes all books, research and review papers, theses and internet information resources related to technology, especially Mooc technology and students distance education (from 2000 to 2017) and in order to validate model, statistical society includes specialists in educational technology and distance education. The sample consisted of 10 books and 20 articles associated with distance education, 5 books and 20 articles about mooc technology, which were selected for targeted analysis and to validate model, 30 specialists in educational technology and distance education participated as sample. Tools for data collection were taking note and a self-designed questionnaire with 7 questions in Likert scale. The results of this study led to formulation of a prescribed pattern. The pattern forming process includes eight steps: preparation, analysis, design, development, implementation, evaluation and optimization of learning. These models were developed with an integrated approach and were used the strengths of different patterns of distance education environments and Mooc. Also, the results showed that the specialist's opinion was significantly higher than the average at every 7 questions about evaluation (P <0.01). It can be concluded that specialists largely evaluated the internal validation of pattern designed in distance education. Using Mooc model-based distance education was effective to increase academic engagement and academic performance of students who were trained under this program (P <0.01). As a result, this model can be used to teach students of PNU through Mooc technology.
Noorali Farrokhi
Abstract
The purpose of the study was to predict academic procrastination based on perfectionism and cognitive learning strategies in students. The design of the present research was a cross-sectional one with a descriptive correlational-prediction approach. In this study, 210 students of the Faculty of Psychology ...
Read More
The purpose of the study was to predict academic procrastination based on perfectionism and cognitive learning strategies in students. The design of the present research was a cross-sectional one with a descriptive correlational-prediction approach. In this study, 210 students of the Faculty of Psychology and Educational Sciences of Allameh Tabataba'i University completed the Solomon Rath Blum Educational Inventory (1984), perfectionism and cognitive strategies of Mousavian (2004) in the academic year 2016-17. To test the hypothesis of Pearson correlation coefficient and multiple regression were used. The results showed that there is a significant relationship between perfectionism and academic procrastination, between perfectionism and cognitive strategies and its components with direct perfectionism. There is a significant negative relationship between perfectionism and negative perfectionism. There is a negative and significant relationship between cognitive strategies and its components with academic proclivity. Findings indicate that with the help of perfectionism and cognitive strategies, it is possible to predict academic proclivity of students.
Parvin Rabiee; Mahnaz Shahgholian; Hadi Hashemi Razini
Abstract
Mindsets as a cognitive-motivational system determine how people think about their personal characteristics, effort, success and failure in various situations. The purpose of the present study was to examine the relationship between language mindsets and failure response among EFL learners, considering ...
Read More
Mindsets as a cognitive-motivational system determine how people think about their personal characteristics, effort, success and failure in various situations. The purpose of the present study was to examine the relationship between language mindsets and failure response among EFL learners, considering the mediating role of goal orientation and self-regulated learning. The Method of this research was descriptive based on path analysis. The statistical population consisted of all learners of English language teaching institutes in Baharestan in 1398. Participants included 205 EFL learners (122 females and 83 males) who were selected by multistage cluster random sampling method. To collect data, four questionnaires were used: Language Mindset Inventory (Loe & Noels, 2016), Motivational Strategy of Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Goal Orientation Instrument (Elliott & Church, 1997), and Response to failure situation scale (Loe & Noels, 2016). The data were analyzed using structural equation modeling. The results showed that growth language mindset had a positive indirect effect on mastery response mediated by learning goals and self-regulated learning strategies, and negative indirect effect on helpless-anxious response mediated by self-regulated learning strategies. Also, fixed language mindset had a positive indirect effect on helpless-anxious response mediated by performance-avoidance goal and test anxiety. However, the indirect effect of language mindsets on failure response via performance-approach goal was not confirmed. In Conclusion, Language educators with greater awareness of the concept of mindsets can promote learner’s beliefs about the nature and process of knowledge acquisition, and emphasize the importance of goals achievement and self-regulation in learning.
Zohreh Zebarjadian; Mohammad Reza Nili Ahmadabadi
Volume 8, Issue 26 , January 2013, , Pages 84-106
Abstract
In a quasi-experimental study with two groups of pre-test and post-test design, 45 elementary third-graders of Karaj were selected through convenient sampling method and randomly divided into two experiment and control groups. After pre-test, control and experiment groups received education using integration ...
Read More
In a quasi-experimental study with two groups of pre-test and post-test design, 45 elementary third-graders of Karaj were selected through convenient sampling method and randomly divided into two experiment and control groups. After pre-test, control and experiment groups received education using integration method and concept mapping, respectively for 12 sessions during 3 months. Then, they took the post-test. Data were gathered using an achievement test which consisted of two parts and which evaluated students’ knowledge and meaningful learning in science. The results were analyzed using independent and paired t-tests by SPSS software. Both educational strategies were useful in enhancing students’ knowledge while meaningful learning had a significant difference between the two groups. Considering the impact of concept mapping method on students’ meaningful learning, it is recommended to employ this method in teaching courses which require deep learning and high level of understanding of the content.
ESmaeil Sadipoor (Ph.D) Hossein Zare; Hossein Zare; Nahid Ghanbariha
Volume 3, Issue 10 , January 2008, , Pages 86-97
Abstract
Objective: Attention and memory are effected by mood state so present study, the objective was to compare the style of recognition memory indepressed individuals to healthy participants. Method: 200 female students were selected by cluster sampling method among the high school students in Tehran. All ...
Read More
Objective: Attention and memory are effected by mood state so present study, the objective was to compare the style of recognition memory indepressed individuals to healthy participants. Method: 200 female students were selected by cluster sampling method among the high school students in Tehran. All of participants filled out the Beck depression inventory (BDI)(1978).Ultimately 60 participants were selected for experiment in 2 group inclouding 30 participants with BDI total score more than 18 , 30 participants with BDI< 10. Data analysis by descriptive and information statistic by t-test method. Results: revealed that there is significant difference among depressed in comparsion with healthy students. Conclusion:General conclusion is that depressed people have recognition bias about affective wordsر
h zangeneh; M Nili; H fardanesh; ali delavar
Volume 10, Issue 33 , October 2014, , Pages 87-111
Abstract
Generative learning theory is one of theories that it has paid attention to this problem and is looking to develop those skills and capabilities of the learners that they will be used as a basis for the future to acquire the next skills and competencies. In other words, they will gain the generation ...
Read More
Generative learning theory is one of theories that it has paid attention to this problem and is looking to develop those skills and capabilities of the learners that they will be used as a basis for the future to acquire the next skills and competencies. In other words, they will gain the generation and creation of knowledge. This research did for purpose of modeling the generative learning to practice it in the classroom to enhance the student’s analytic learning. It conducted by mixed method research of exploratory sequential design to modeling the generative learning theory. Formative research was used in qualitative research and experimental design in quantitative research. Qualitative research questions were: What are the components of this model? What is the instructional design procedure in the model? Quantitative research hypotheses were: generative learning model enhance students' analytic learning in biology (the major hypothesis), and sub-hypotheses were: a) students can identify different elements of a material by generative learning model. B) The generative learning model makes students able to show the relationships between different elements of a material. And finally c) Students can use the generative learning model to compare the different samples and example with each other. Findings from this research identified the components of generative learning model, and also clearly stated the instructional design procedure based on it. The research hypotheses were confirmed, suggesting that generative learning model improves student’s analytic learning in biology.
Heydar Toorani (PhD); Sadegh Rashtiani (MA)
Volume 4, Issue 12 , July 2008, , Pages 88-126
Abstract
The role and significance of psychological hardiness as a buffer personality characteristic against life stress events has been shown in several studies. Researchers have formulated many assumptions and hypotheses about formation of hardiness but no in depth study are carried out until yet. In order ...
Read More
The role and significance of psychological hardiness as a buffer personality characteristic against life stress events has been shown in several studies. Researchers have formulated many assumptions and hypotheses about formation of hardiness but no in depth study are carried out until yet. In order to investigate the relationship between family function and psychological hardiness a sample of 350 participants (175 males and 175 females) from high school students in Kangavar town were selected. The family functioning scale (FFS) which has a total score and 15 subscale, and Adolescence Hardiness Scale (AHS) were used for measuring the two constructs. Adolescence hardiness scale which is based on personal view survey scale from the third generation of hardiness scale was constructed for this research.
The data were analyzed through correlation, multiple regression and t test. Findings indicate a significant positive relationship between family function and hardiness in total sample and two different male and female subsamples. Dimension of family functioning appeared in multiple regression as predictive variables. Differences of the two subsamples were not significant relative to hardiness. The first seven hypotheses of research were confirmed and only the last one was rejected. The findings of the present research are in consistence with the literature review of hardiness.
E l
Volume 4, Issue 13 , October 2008, , Pages 88-111
Yadollah Khorramabadi(PhD); Ali Delavar(PhD)
Volume 5, Issue 15 , January 2010, , Pages 88-109
Abstract
This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic ...
Read More
This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic academic achievement test, chemic performance test and portfolio were used for gathering data. Data were analyzed by MANCOVA and ANCOVA. Results indicated that, students whose performances were assessed with alternative assessment did better in academic achievement on psychomotor and cognitive domains than those assessed with traditional methods. They had also more positive attitude than other ones toward school.
aliakbar saeif; farahnaz kianersi
Abstract
In past, the relationship between traditional learning theories and neurophysiological theories wasn’t a close relationship. Recently, new findings in neurological sciences showed relatively simple neuron mechanisms for somewhat complicated learning events, for example observational learning, one ...
Read More
In past, the relationship between traditional learning theories and neurophysiological theories wasn’t a close relationship. Recently, new findings in neurological sciences showed relatively simple neuron mechanisms for somewhat complicated learning events, for example observational learning, one of which is mirror neurons. These neurons show that how the brain registers the activity observed and facilitates doing it at the present time or in the future. The role of these neurons in social interactions is matching the action observed with the action performed by the person, and, in this way, help the person observing others understand their behaviors through coordinating his (her) behaviors with behaviors of other people. About the origin of mirror neurons there are three perspectives: 1) evolutionary perspective assumes that existence of mirror neurons is part of human adaption which has evolved during the species life, 2) association perspective is basis on individual’s innate ability in shaping mirror neurons with emphasis on experience; and 3) ideation-action perspective supposes that image shaped from sensory feedback of an action is the base of it’s true performance. Before discovering the mirror neurons, there were two explanations for imitative and observational learning from cognitive and behavioral psychologists. Behaviorists by the leadership of B.F Skinner, the founder of operant conditioning theory, believed that observing model, performing behavior based on model’s behavior, and obtaining reinforcement are three elements of observational learning. In contrast, cognitionists, with the leadership of Albert Bandura, believed that observational learning is mainly a cognitive and informational processing event and assumed that four steps for it: attention, retention, movement reproduction and motivation. The discovery of mirror neurons supports neither behavioral perspective nor cognitive view points.
Zabih Pirani; alireza faghihi; sed Ali Moosavi
Abstract
The present study was performed by a qualitative-phenomenological method seeking to understand and comprehend this concept. Data collection and sampling methods were respectively semi-structured and targeted interviews. The sampling process was continued according to the prevailing "theoretical saturation" ...
Read More
The present study was performed by a qualitative-phenomenological method seeking to understand and comprehend this concept. Data collection and sampling methods were respectively semi-structured and targeted interviews. The sampling process was continued according to the prevailing "theoretical saturation" rule in qualitative methods with the sample size up to 23 interviews with three groups of students, parents, and teachers. The Colaizzi multi-stage model was used to analyze the data. All relevant data were organized in the form of sub-, primary/macro, and central categories. Accordingly, 61 sub-concepts, 5 main categories (group of students), 3 categories (parents), and 4 categories (teachers) were obtained. Examining the lived experiences of these actors was accompanied by contradictions in views and some similarities. The similarities included success in exam (competitive examination), score (grading), and occupation and emphasis on "multiple successes", "family status", "emphasis on exam results", and the "empirical discipline model" also indicated some differences in viewpoints. The students' lived experience in understanding academic achievement oversaw more diverse and multiplied achievements, while they were limited to more centralized successes such as the proudness of the family in parents’perspective. From the teachers’ viewpoints, the academic achievement was reduced to the precise result of the competitive examination of the Experimental Science Discipline. According to the findings, one can say that the reductionism view rate of academic success was the highest in teachers’ view and the lowest in students’ perspective. Moreover, the narratives of the teachers group showed more eccentricity with the prevailing trend of competitive examination system.
Hanieh Mastour; Khadijeh Aliabadi; Maryam Moqaddasin
Volume 8, Issue 25 , October 2012, , Pages 90-112
Abstract
The purpose of this study is to investigate the impact of virtual as well as real laboratory on third-grade high-school female students' learning and retention of physics and laboratory course. The design of the study was a pre-experimental study with pre–test, post–test and follow-up. 30 ...
Read More
The purpose of this study is to investigate the impact of virtual as well as real laboratory on third-grade high-school female students' learning and retention of physics and laboratory course. The design of the study was a pre-experimental study with pre–test, post–test and follow-up. 30 third-grade high-school female students studying at the schools of Mashhad in the school year 2010-2011 were selected through convenient sampling and divided into two groups. The content validity coefficient was 0.68 while the reliability coefficient was calculated as 0.79 and 0.73 using the Cronbach's alpha and split-half, respectively. The analysis of covariance results showed that there existed no significant difference between the impact of virtual and real laboratories on the learning and retention of students. Also, the results of the analysis of variance with repeated measures showed that only significant factor was repetition.
ali akbar fathollahi
asghar minaei
Abstract
Objective: This research examined factorial invariance of Child Behavior Checklist by using confirmatory factor analysis. Method: The form was administered on a sample of non-referred students (697 boys and 650 girls) which were selected from primary, secondary and high schools of the city of Tehran. ...
Read More
Objective: This research examined factorial invariance of Child Behavior Checklist by using confirmatory factor analysis. Method: The form was administered on a sample of non-referred students (697 boys and 650 girls) which were selected from primary, secondary and high schools of the city of Tehran. The sample was selected by means of multistage stratified random method. To estimate parameters and fitting a 8 correlated• syndrome model, weighted least square (WLS) function was used. The adequacy and fitting the model was assessed by RMSEA, SRMR, CFI, TLI, GFI, and AGFI indices. Results: The findings indicated that Achenbach 's 8 correlated factor model has good fit with data. This finding provides evidence about internal construct validity of CBCL. In addition, the results showed none of syndromes overlapped completely, indicating that syndromes were empirically distinguishable and possessed discriminate validity. Conclusion: The results of this study supported filling of the Achenbach model to our data and CBCL could be used lo assess emotional and behavioral problems of children aged 6-18 years.
ali sheykholeslami; fariborz dortaj; ali delavar; soghra ebrahimighavam
Volume 10, Issue 34 , January 2015, , Pages 94-109
Abstract
The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on procrastination of pre-university male students. The research method was experimental with pretest-posttest design with control group. The statistical population included all pre-university ...
Read More
The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on procrastination of pre-university male students. The research method was experimental with pretest-posttest design with control group. The statistical population included all pre-university male students in shahryar city in the 2012-2013 academic year, that among them by using simple random sampling, 30 students with high score on procrastination questionnaire (one standard deviation above the mean group), were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulness-based stress reduction program training. Tuckman's procrastination questionnaire used to gather data. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis “ effect of mindfulness-based stress reduction program training on procrastination” had been proven, and students of experimental group in comparison with control group, in posttest had a significantly less procrastination. So, we can conclude that mindfulness-based stress reduction program training has a significant effect on reducing the procrastination of students.
Mehdi Badali; Farhad Seraji; Javad Mehraban; Shahin Zibaparcham
Volume 10, Issue 32 , July 2014, , Pages 95-114
Abstract
The present research aims to study the effectiveness of e-portfolio on test anxiety and self-esteem of student. This was an experimental research with a two-group pretest-posttest design. The statistical population ...
Read More
The present research aims to study the effectiveness of e-portfolio on test anxiety and self-esteem of student. This was an experimental research with a two-group pretest-posttest design. The statistical population included all students of the Islamic Azad University of Meshkinshahr during the semester ٢٠١٢-٢٠١٣. Using convenience sampling method, ٢ architecture classes, each having ٣٠ students, was selected. The sample population, including ٦٠ students, was randomly divided to ٢ experimental and control groups. The research instruments were the Sarason’s Test Anxiety Scale (TAS) the Coopersmith Self-Esteem Inventory. A pre-test was given to both groups at the beginning of the semester. Then, the control group was exposed to the independent variable (electronic portfolio). At the end of the semester, a post-test was applied to both groups. The collected data was analyzed using the independence t-test. The results showed that using e-portfolio is effective on reducing the students’ test anxiety (p<٠.٠٠١) and improving their self-esteem (p<٠.٠٥).
kamran ganji; mehrdad navabakhsh
Abstract
Background: The nature of help-seeking behavior is complex and multidimensional and has been investigated by researchers from various disciplines such as sociology, psychology. Objective: The aim of this research was to study the relationship between identity styles and social well-being with help-seeking ...
Read More
Background: The nature of help-seeking behavior is complex and multidimensional and has been investigated by researchers from various disciplines such as sociology, psychology. Objective: The aim of this research was to study the relationship between identity styles and social well-being with help-seeking behavior of high school students in mathematic subject. Method: The sample includes 131 high school students in Tehran city in the academic year of 1388-89. They were selected by multiple step cluster sampling method. The research instruments were Identity Styles Inventory of Berzonsky (1989), Social Well-Being Inventory of Keyes (1998), and Help-Seeking Inventory of Rayan & Pintrich (1997). Data were analyzed by Pearson correlation and linear multiple regression. Results: Results showed that social acceptance among five components of social well-being (solidarity, acceptance, participation, actualization, and adaptation) with all three identity styles (informational, normative, and diffuse / avoidant) could predict avoiding help-seeking in students. Thus, social acceptance, normative and informative identity styles had decreasing role, and avoidant identity style had increasing role in changes of students in mathematic. Among eight predict variables, five variables includes social participation, social actualization, avoidant, formative and informational identity styles could prediction help-seeking behavior of students in mathematic. Social solidarity, social adaptation, and social acceptance hadn’t any role in explaining of help-seeking. Conclusion: Based on these findings, we can suggest some practical implications regarding students' help-seeking behavior in mathematic
Houshang Garavand; Ezzatollah Ghadampour; Hassan Ali Vieskarami
Abstract
This study aimed to provide a causal model for perception of the educational atmosphere of creative and problem-solving skills with academic motivation.This study was descriptive and correlational. Statistical population includes all postgraduate students of Lorestan University that 1643 was of through ...
Read More
This study aimed to provide a causal model for perception of the educational atmosphere of creative and problem-solving skills with academic motivation.This study was descriptive and correlational. Statistical population includes all postgraduate students of Lorestan University that 1643 was of through the table Krejcie and Morgan the sample size of 310 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires creative educational atmosphere mohebi and colleagues (1392), problem solving Heppner and Petersen (1982), academic self-efficacy beliefs Zajacova et al (2005), and academic motivation Vallerand & et al (1989) were used. The correlation matrix, path analysis and Goodness of Fit Index with use of software Lisrel 8.5 was used for data analysis. The results of path analysis showed that the creative educational environment on academic motivation direct impact and with self-efficacy mediation indirect impact but problem-solving skills on academic motivation, has no direct effect, but mediated by self-efficacy indirect effect it had. The results of the mediating role of self-efficacy in structural relationship between creative educational atmosphere and problem-solving skills with students' academic motivation provides support.
روانشناسی یادگیری
Abstract
Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. ...
Read More
Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. Using random method a sample that consists of 250 persons was selected. In order to collect data, Thinking style function and Self-efficacy questionnaires and students' readiness to participate in e-learning scale were used. For analyzing data, descriptive (Mean, standard deviation) and inferential (independent t, correlation and regression) statistics were used. results of Regression testing showed that there is significant relation between thinking styles and Self-efficacy with students' readiness to participate in e-learning courses and students' readiness to participate in e-learning courses can be Predicted Through thinking styles and Self-efficacy. Results of T test showed that there is no significant difference between male and female and Graduate Students with Undergraduate Students In terms of readiness to participate in e-learning courses. Thinking style and Self-efficacy are Effective in students' readiness to participate in e-learning courses.
روانشناسی یادگیری
KAVOOS SAFAEINAEINI; Mohammad Narimani; reza kazemi; tavakkol mousazadeh
Abstract
The purpose study was to investigate the effectiveness and comparison of courses group motivational interviewing and emotion regulation training on reduction of the bullying behaviorand academic burnout teen user virtual social networking with considering role countervailing gender. This research is ...
Read More
The purpose study was to investigate the effectiveness and comparison of courses group motivational interviewing and emotion regulation training on reduction of the bullying behaviorand academic burnout teen user virtual social networking with considering role countervailing gender. This research is a probationary from kind multi collective pretest and posttest. The statistical population of the study was selected from all male and female students of secondary second user virtual social networking of Tehran city in the (2016-2017) perannum academic . 90 user students who was selected with means an accidental polymorphous of cluster sampling and at experimental and control groups into accidental.Geared of collect the data from the questionnaires of communication with virtual social Alinaghi & Ataei the bullying in school Patchin & Hinduja and the Bersou academic burnout used. For data analysis the method of Multivariable analysis of covariance, oneway analysis of variance and Bonfreoni posterior comparison used. The results showed that motivational interviewing and emotional regulation training compared with the control group had an effect on bullying behavior (general and cyber) and academic burnout (exhaustion, cynicism and inefficiency), but did not affect traditional bullying and emotional exhaustion (p< 0.05). In addition, the role of gender as a countervailing variable was confirmed only in relation to the effectiveness of emotional regulation training in reducing the variables of bullying (general) cyber bullying and academic cynicism. the results of the Bonferroni posterior test showed that there was no significant difference between two methods in reducing bullying behavior and academic burnout (P< 0.05).
abdollah shafi' abadi
maryam soltani; khadije arian
Abstract
The language of story results from human nature, and the origin of loving and hearing stories can be found in human temperament. Since children are closer to human nature, they love story and storytelling and are affected by it. Thus, storytelling can be used as an educational and remedial art and can ...
Read More
The language of story results from human nature, and the origin of loving and hearing stories can be found in human temperament. Since children are closer to human nature, they love story and storytelling and are affected by it. Thus, storytelling can be used as an educational and remedial art and can increase children’s self- esteem. Self-esteem has an important aspect in the individual’s total function and inducement and is the most important component in human’s psychological health, influencing different personality variables and individual’s activities and is related to other fields like psychological-social health and occupational and educational function. The aim of this research is to assess the effect of using storytelling method in group form (as an education-remedial art) on increasing children’s self-esteem. The methodology used is quasi- experimental and statistical society of this research includes all female students of Mashhad elementary schools, out of which 30 students are selected by cluster random sampling. Then, they are placed in two groups of test and control. The present research tests the hypothesis based on which storytelling in group sessions increases children’s self-esteem. To carry out this research, once primary investigation is done and the research tool, i.e. Cooper Smith Questionnaire is studied, the test group participates in ten 45-minute sessions of storytelling (the program and stories are selected considering self-esteem components). Both groups are assessed in post-test after two months. There is a significant difference between the variation average of scores of Cooper Smith pre-test and post-test in the test and control group. It can be said with 99% confidence that group storytelling increases the children’s self- esteem
Fariborz Dortaj
Volume 9, Issue 27 , April 2013, , Pages 98-111
Abstract
Test anxiety is related to academic performance and if sever, it damages performance and leads to academic failure. The homework value as an important factor in academic achievement can affect test anxiety by goal orientation. This research aims at evaluating the direct and indirect effect of homework ...
Read More
Test anxiety is related to academic performance and if sever, it damages performance and leads to academic failure. The homework value as an important factor in academic achievement can affect test anxiety by goal orientation. This research aims at evaluating the direct and indirect effect of homework value through goal orientation on test anxiety. The study is conducted in 2012 on 350 high school students in Kerman city who are selected through multi-stage random clustering method. The participants answered questionnaires of homework value by Pintrich and DeGroot, goal-orientation by Elliot and McGregor and Friedben test anxiety. In order to evaluate the relations between latent variables and the ones measured in the suggested model, structural equations modeling is used. The findings show that the latent variable of homework value has a direct and indirect effect on test anxiety through goal orientation. Also, all regression weights in this model are significant. The results are also indicative of direct effect of goal orientation on test anxiety.
bahramali ghanbari; mehdi salehzadeh
Abstract
This study has been performed to compare satisfaction of students who had student marriages with those who didn't. All students were chosen from Mashad Ferdowsi University as statistical group. I 07 students were chosen. Researcher me/hod is description of affinity kind. Tools for gathering data was ...
Read More
This study has been performed to compare satisfaction of students who had student marriages with those who didn't. All students were chosen from Mashad Ferdowsi University as statistical group. I 07 students were chosen. Researcher me/hod is description of affinity kind. Tools for gathering data was questionnaire of marriage satisfaction (msj), which validity was reported 77/47 by Sallehi (13 70). Four issues of acquaintance, attraction investment and interpretation has been reviewed. Research data description and cognitive, were analyzed. Results indicate there is meaningful relation in regard to method of interpretation of level, and overall satisfaction influences by these two issues of other results is that there is meaningful j;l between the two groups in regards to satisfaction , and women who have had student marriage reported more satisfaction
Manizheh Geravand; Abbas Abbaspour
Volume 8, Issue 24 , July 2012, , Pages 100-120
Abstract
This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected ...
Read More
This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected through random sampling method was all guidance-school principals of districts 4, 8 and 13 of Tehran city. According to Morgan table, 92 out of 120 principals were finally selected to represent the main sample. The data were analyzed using the descriptive statistics (mean, standard deviation and so on) and inferential statistics (independent t-test). The reliability was calculated by Cronbach's alpha coefficient as 0.80. The results suggested that there was a significant difference between the teacher-training graduates and contractual teachers. Regarding the five indicators of competence, there was also a significant difference in scientific knowledge, experience, interaction and collaboration and satisfying teaching and no significant difference in accountability between the teacher-training graduates and contractual teachers.
