mansooreh hajhosseini; Zahra Naghsh; Maryam Moradbeygi
Abstract
The aim of this study was to investigate the relationship of the social status of a teacher with students’ academic self-efficacy through the madiation of the target structure of the classroom. The population consisted of secondary school female students studying during the academic year of 2014-15 ...
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The aim of this study was to investigate the relationship of the social status of a teacher with students’ academic self-efficacy through the madiation of the target structure of the classroom. The population consisted of secondary school female students studying during the academic year of 2014-15 at all public secondary schools and their teachers in Tehran, randomly selected through the multi-stage cluster sampling method. The research method was descriptive and correlational, and was done through path analysis.. Furthermore, the data was collected using a questionnaire. For data collection, teachers answered the Navidi-Barzegar Social Status Questionnaire (2003) with the alpha coefficient 0.84, and students answered the MacIlory & Bunting Academic Self-Efficacy Questionnaire (2002) with the alpha coefficient of 0.81 and the Miguel et al Class Structure Questionnaire (2000) including the subscales of mastery target structure, approach target structure, and performance-avoidance target structure.
The results showed that academic self-efficiency of the students had a significant positive relationship with mastery structure and performance-approach structure. All of subcomponents of the actual social status of a teacher showed positive and significant relationships with students' self-efficacy. The mastery structure of the classroom had a significant positive relationship with actual social status, promotion of education status, provision of amenities, and applying the policy of teachers' participation. The performance-approach structure had a significant positive relationship with the promotion of education status. Finally, the initial version of the model was modified through the mediating role of the mastery structure, and the fitting indicators became desirable.
zahra naghsh; zahra Ramezani khmsi
Abstract
The aim of this study was to investigate the factor structure and reliability of the teachers’ goal orientation Inventory.So 300 teachers from first to sixth grade were selected randomly by cluster sampling among primary school teachers in Tehran and answered to Butler goal orientation Inventory ...
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The aim of this study was to investigate the factor structure and reliability of the teachers’ goal orientation Inventory.So 300 teachers from first to sixth grade were selected randomly by cluster sampling among primary school teachers in Tehran and answered to Butler goal orientation Inventory (2007). This research is descriptive and of type validation. Exploratory and confirmatory factor analysis were used to investigate factor structure of the instrument, and Cronbach’s alpha and Test-Retest method were employed for examining the reliability. The results of Principal component with Varimax rotation showed 4 factorial factorial solutions that explained and 51.33% of whole variance. he results of the confirmatory factor analysis showed good fit of the model. The Cronbach’s alpha of the instrument was 0.82 and the correlation coefficient of test-retest was 0.72 that showed acceptable reliability for the instrument. In general, the results show a good fit of Butler's goal orientation in the Iranian society and the reliability of this questionnaire that make it a suitable measure for determining teachers’ goal orientation for screening purposes.
