Seyedeh Khadijeh Amirian; zeinab Rezaei; Somaye Hatamikiya; Hossein kareshki
Abstract
The aim of this study was to investigate the psychometric properties of the online self-regulated learning questionnaire (Lau, 2021) in students of Tehran universities. The Chinese version of the self-regulated online learning questionnaire (COSRQ) consists of seven subscales: goal setting, time management, ...
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The aim of this study was to investigate the psychometric properties of the online self-regulated learning questionnaire (Lau, 2021) in students of Tehran universities. The Chinese version of the self-regulated online learning questionnaire (COSRQ) consists of seven subscales: goal setting, time management, environmental structuring, effort regulation, cognitive/ monitoring strategies, help seeking, and self-evaluation. Participants in this study were 453 students of different stages of public universities who were selected by random sampling. Participants responded to questionnaires on self-regulated online learning questionnaire (COSRQ), academic engagement (RAEQ), motivated strategies for learning questionnaire (MSLQ), and the academic procrastination scale (PASS), provided online. The psychometric adequacy of the questionnaire was assessed in several steps including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity and reliability coefficient. The results of item analysis showed that all items of the questionnaire are sufficient in terms of descriptive features. Exploratory factor analysis by identifying 5 items that were in the unrelated factor led to the identification of six factors. Confirmatory factor analysis also confirmed this six-factor structure. The results showed that this questionnaire has convergent and divergent validity and good reliability.
روانشناسی یادگیری
zahra asgari; Hossein kareshki; behroz mahram
Abstract
This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the ...
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This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the fulfillment of learning, and provide the best advice for students from these institutions, we intended to investigation and analysis of the consequences and current context and in the centers in the form of a deep approach and deal basis. To accomplish this goal by using snowball sampling, experiences and statements of 17 undergraduate students (those 1 year of their students in institutions Minecraft attended) and 17 teachers and administrators had been exploring. Data were collected by semi-structured interviews were conducted. Analysis of the data by coding used in grounded theory methods, including open coding, axial and selective coding was done. Based on the results obtained, the central phenomenon in grounded theory, a phenomenon called "paradoxical orientation eclectic interests, institutions, environment and individual. T he consequences of psychological, educational institutions exam consists of meta-cognition, undermining problem solving, stress, lack of motivation, sensitive inferiority comparison, the loss of efficacy, undermine the friendship and outcomes of education including the improvement plan, school failure, learning level, purposeful learning and dependency. Also as a result of the findings, unprincipled advice and special features tests of educational institutions was identified as the causal conditions and policies governing bodies as well as the underlying substrates were discovered.