روانشناسی یادگیری
Mohadese Mazaheri; Mahmod Heydari; Jalil Fathabadi; Shahla Pakdaman
Abstract
AbstractThe purpose of the present study was explanatory role of parenting styles in predicting students' claimed self-handicapping by considering the role of self-efficacy mediation. Studies have shown that the use of self- handicapping strategies is one of the main causes of performance shortcomings ...
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AbstractThe purpose of the present study was explanatory role of parenting styles in predicting students' claimed self-handicapping by considering the role of self-efficacy mediation. Studies have shown that the use of self- handicapping strategies is one of the main causes of performance shortcomings in students that has been commonplace among learners to justify a possible future failure. The study method was descriptive correlational. The statistical population of the study was Shahid Beheshti University students in Tehran, Which 393 of them includes 160 men and 213 women were selected by stratified random sampling. And Jones and Berglass self-handicapping scale (1978), Self-efficacy questionnaire by Sherer et al. (1982) and questionnaire from Baumarind's parenting style (1949) were implemented on them.To test the hypotheses, the structural equation modeling has been used. The findings showed that the authoritative parenting style had a direct positive effect on self-efficacy and the authoritarian parenting style had a direct negative effect on self-efficacy. Also, self-efficacy has a direct and negative effect on claimed self-handicapping, and authoritative and autocratic, through self-efficacy have indirect negative effects on claimed self-handicapping. In sum, it can be said that self-efficacy plays a mediating role in the prediction of claimed self-handicapping by authoritative and authoritarian parenting styles. Therefore, promoting and improving self-efficacy can play an effective role in preventing and moderating the use of self-handicapping strategies.
fateme rashidipour; omid shokri; jalil fathabadi; hossein pourshahriar
Abstract
Although various researchers such as Keller (2018) have tried, to develop comprehensive theory models such as motivational design models, to strengthen the understanding of psychologists and educationalists of differentiation in learners' motivational profiles, but because of the mere emphasis on the ...
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Although various researchers such as Keller (2018) have tried, to develop comprehensive theory models such as motivational design models, to strengthen the understanding of psychologists and educationalists of differentiation in learners' motivational profiles, but because of the mere emphasis on the paradigm of empiricism and the sheer focus on the logic of quantitative research, certainly, in the process of developing educational programs to reinforce students' motivational positions, they are survived with a deep and comprehensive understanding of the Health-centered educational lifestyle inhibitory behaviors Therefore, the researchers in this study attempted to answer the question by using descriptive phenomenological research method that are the most important antecedent elements of demotivation in Iranian students? For this purpose, 50 students in the seventh and eighth grades were selected from among students of Ray city in Tehran province to reach information saturation level and were interviewed in the form of 12 focus groups of 4-5 peoples. After recording and transcribing the interviews, data were analyzed using Colaizzi method. From the data analysis, eight main themes are included Perceived relevance with life, academic self-efficacy, a sense of control and coercion, intimate relationships, perceived unfairness, lack of interest and attention to the lesson, self-regulation, and classroom experience of emotion were extracted. In sum, the results of the present study align with the mental angles of the comprehensive model of Keller motivational design, it provided further evidence in defense of the interpretive role of the emotional information element in predicting Iranian learners' motivational deficits. In addition, the results of the present study showed that improving the student / teacher / parent interpersonal relationship model of behavior with emphasis on understanding and improving learners' emotional experiences is the most effective way to improve their motivational profile.
روانشناسی یادگیری
omidali mohammadverdi; massoud sharifi; Jalil fathabadi; vahid nejati
Abstract
Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. ...
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Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.
Parvin Salehzadeh; Omid Shokri; Jallil Fathabadi
Abstract
A review of theoretical and empirical evidence about the last movements of thought within the efforts of researchers interested in research field achievement motivation emphasizes the need to investigate further the reasons for distinguishing behavioral models of students in achievement environments, ...
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A review of theoretical and empirical evidence about the last movements of thought within the efforts of researchers interested in research field achievement motivation emphasizes the need to investigate further the reasons for distinguishing behavioral models of students in achievement environments, clearly. Focus on the preferred forms of the behavioral models, review of the behavioral models through systematic attempt argue any differentiation in academic lifestyle of students. Interpretive potential of contemporary theoretical perspectives achievement motivation provides platform capability information about the emergence of these behavioral models are either facilitating or inhibiting in the student academic health. Undoubtedly, relying on the conceptual teaching approach embodied in the Academic Health Psychology, any attempt to emphasize the theoretical foundations of academic lifestyle behaviors causes the need to develop the frontiers of theoretical knowledge and so to create opportunities to identify the functional capacities of this emerging research field. These efforts, in addition to directing the efforts of scientific activities of educational researchers, play undeniable role in improving mental markers of the effectiveness of achievement environment. Hence, in addition to trying to provide new ideas in the field of academic health psychology, the researchers in this study attempt with appropriate emphasis on intellectual powers of contemporary approaches in the realm of achievement motivation take persistent steps to conceptualize and subsequent operationalization of the new concept of the health-oriented academic lifestyle behaviors. Accordingly, based on contemporary theories of achievement motivation, this analytical research offered a conceptual model of behaviors of students in educational settings, depending on their nature partially, improved students' academic health or prevent them. The purpose of this model named as health-oriented academic lifestyle behaviors, is to identify the motivational aspects of those different behavioral patterns picked out by students in academic situations. So that through it, provides the possibility of predicting and mapping profile students' motivation.
esmaeil azadi; jalil fathabadi
Abstract
The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran ...
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The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran in the academic year of 2010-2011. They filled Jones and Rhodwalt Self-handicapping Scale (SHS), Chabrol, Rousseau, & Callahan Inatability Self-esteem Scale (ISES) and Watson and Friend Fear of Negative Evaluation Scale (FNE). Pearson correlation test, inter- regression and independent T test are used for statistical analysis. The results of Pearson correlation show that self-esteem instability has a positive relation (r=.261, p<0.001) with self-handicapping, and fear of negative evaluation is positively and significantly (r=.٢٨٩, p<0.001) correlated with self-handicapping. Also relation of self-esteem instability and fear of negative evaluation with behavioral self-handicapping and claimed self-handicapping is positive and siginificant. Regression analysis indicates that self-esteem instability and fear of negative evaluation predict self-handicapping in adolescent students. Independent T test shows that self-handicapping in girls is higher than boys. The results indicate that self-esteem instability and fear of negative evaluation are determining & predictive factors in self-handicapping in adolescent students.
