Abolghasem Yaghoobi; fereshteh motaharifar; mahya hosseini
Abstract
The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota ...
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The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.
Abolghasem Yaghoobi; mosayeb yarmohamadivasel; shamsi shamshiri
Abstract
The aim of this study was to investigate the relationship between attachment style and the components of subjective well-being and emotional creativity in students in Bu-Ali Sina University and the correlation research method. The research sample consisted of 367 students from Bu-Ali Sina University ...
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The aim of this study was to investigate the relationship between attachment style and the components of subjective well-being and emotional creativity in students in Bu-Ali Sina University and the correlation research method. The research sample consisted of 367 students from Bu-Ali Sina University who were selected by stepwise cluster sampling method. The questionnaires of adult attachment style of Collins and Reed, subjective well being of Diener and Watson and emotional creativity of Avrill were used as the research tool. The data were analyzed after collection based on the research hypotheses and using Pearson’s correlation coefficient, and multiple simultaneous regression. The results showed that there is a significant relationship between attachment styles and subjective well being and its components. Also, a significant positive relationship was shown between secure attachment style and emotional creativity and its components, a significant positive relationship was shown between anxiety attachment style and preparetion emotioncomponent, and a significant negative relationship was shown between avoidant attachment style and novelty component. Multiple regression results showed that the attachment style of students in total predicts 0.11% from the subjective well-being scores and 0.27% from emotional creativity scores. Overall, the results indicated the importance of the role of the attachment style in the subjective well-being and the emotional creativity of the students.
روانشناسی یادگیری
Abolghasem Yaghoobi; Hossein Naderipour; mosaieb yarmohamadi vasel; Hossein Mohagheghi
Abstract
Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, ...
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Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, Need for Cognition and Psychological Capital in the students. Research method was descriptive-correlational. Statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2016-2017. Students 375 were selected by multiple cluster sampling method using Krejcie and Morgan table. The instruments for data gathering included, Mindful attention awareness scale (Brown & Ryan), Need for Cognition scale (Cacioppo, Petty & Kao), Ryff Psychological Well-being scale and Luthans Psychological Capital questionnaires. The data was analyzed with Pearson correlation and multivariate regression using. Results showed that Psychological Well-being had a significant positive correlation with Psychological Capital(R=0.730؛ P<0.001), Need for Cognition(R=0.505؛ P<0.001) and Mindfulness(R=0.382؛ P<0.001). Meanwhile Mindfulness, Psychological Capital and Need for Cognition predict 56% of Psychological Well-being variance. Given that Mindfulness, Need for Cognition and Psychological Capital variables were significant predictors of Psychological Well-being in students, creating and fortifying such capacities can promot Psychological Well-being of students.
Abolghasem Yaghoobi; Tayebeh Bayat
Abstract
The aim of this research is toinvestigate the influence of mental states instruction on the moral judgment in the 5th grade female primary students of Hamedan. This research is a semi-experimental one with pre-test and post-test control group. The research population is all of the 5th grade female primary ...
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The aim of this research is toinvestigate the influence of mental states instruction on the moral judgment in the 5th grade female primary students of Hamedan. This research is a semi-experimental one with pre-test and post-test control group. The research population is all of the 5th grade female primary students in the academic year 1393-94 from which 75 students were chosen, by random cluster sampling, from Education Organization of Hamedan, Region 2, then were randomly replaced in one control group and several 15-peson groups. Learning of mental states for each tentative group was considered in 3 sessions. In this ground, control group received no training. The tool of research was moral judgment questionnaire of Sinha and Verma (1998). Data were analyzed by covariance analysis. With regard to value of chi- , the effect size is 66% which represents a strong impact of mental states learning on moral judgment increase.
Kamran Ganji; Abolghasem Yaqoubi; Reza Lotfali
Volume 9, Issue 27 , April 2013, , Pages 2-26
Abstract
The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students ...
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The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students and teachers of Malayer, out of which 219 2nd and 3rd year students of humanities and electronics were randomly selected and analyzed in two groups (113 in control group and 106 in experimental group) and 8 classes. The experimental group consisting of 4 teachers (philosophy, logic, religious studies, and applied electronics) attended the questioning skills course, while the control group did not take part in the course. Form B of the California Critical Thinking Skills Test (Facione and Facione, 1997) was used for data collection. The collected data were analyzed using analysis of covariance and t tests. The findings and pretest scores showed that the students of both groups were equal with regards to age, course averages, IQ, critical thinking ability, and its subscales. The analysis of covariance showed that teaching questioning skills to the teachers increased the students’ critical thinking ability by 12%. Moreover, the five subscales of critical thinking ability increased as the following: analysis 9%, evaluation 12%, inference 4%, deductive reasoning 6%, and inductive reasoning 5%. The differences between the mean scores of critical thinking skills and its five subscales among students of humanities and electronics were not significant.
khosru rashid; abolghasem yaghobi
Abstract
ackground: Oral classroom questioning is a part of educational process and have a positive effect on learning if can be applied correctly. Objectives: The purpose of this study was to investigate and compare the effects of several oral questioning techniques on learning mathematics and on student’s ...
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ackground: Oral classroom questioning is a part of educational process and have a positive effect on learning if can be applied correctly. Objectives: The purpose of this study was to investigate and compare the effects of several oral questioning techniques on learning mathematics and on student’s interest toward mathematics. Methods: For this,25 mathematics class of high school male students from 5 educational field of Tehran city were selected(5 class from each field that had the same teacher).Teachers were thought that perform one of this procedures in each classes:1-class without classroom questioning,2-class with high cognitive level questions(upper than knowledge level),3-class with feed back for questions,4-class with selecting students for answering several seconds after explaining the question,5- class with questions in knowledge level, without feedback and selecting students for answering before explaining the question. After teaching mathematics in these ways for 10 sessions, a math exam and an interest questionnaire about math carried out. Data were analyzed with analyze variance and follow-up tests. Results: Results indicated that when students select for answering the question several seconds after explaining the question, the rate of learning is meaningfully more than the time that there isn,t any classroom questioning or when classroom questioning perform with questions in knowledge level, without feedback and selecting students for answering before explaining the question. Also, there was a meaningful different between interest of students without classroom questioning and students with selecting students for answering several seconds after explaining the question. Conclusion: If oral classroom questioning can be applied professionally correct, it has a positive effect on Math learning and liking.
