روانشناسی یادگیری
Mohammad Reza Nili Ahmadabadi
Abstract
The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External ...
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The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External validation of cognitive load theory -based learning model through its effect on student learning. The population of all the articles that through google search engine and database ebsco, wiley and sciencedirect were downloaded. In this study, purposive sampling method is used. The sample consisted of 25 articles and 4 books. Content Analysis unit in this research was the theme. According to content analysis on the text of 25 articles and 4 books on cognitive load theory, Three-story cognitive load internal , external load and load were optimum. As a result of analysis on the conclusions obtained in three floors , the components of the model were obtained. Finally , as a result of the content analysis performed on articles and books and syntheses and components derived from them , were presented as templates. The results of the internal and external validity of this study has shown that the educational model based on cognitive load theory , the effectiveness necessary to teach students.
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. ...
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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.
Afsar Khalili Sadrabad; Faramarz Sohrabi; esmaeil saadipour; Ali Delavar; Zahra Khoshnevisan
Abstract
The purpose of this study was to determine the effectiveness of planning social-educational inoculation program with the approach of Islamic teachings on the resiliency of students with risky behaviors. This study was executed as a half trial method and by design of pretest-posttest with the control ...
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The purpose of this study was to determine the effectiveness of planning social-educational inoculation program with the approach of Islamic teachings on the resiliency of students with risky behaviors. This study was executed as a half trial method and by design of pretest-posttest with the control group. The statistical population of the study was the second grade of students in public high schools in Yazd. The sample size consisted of 36 students with risky behavior, so that the subjects were divided into control and experimental groups after of cluster sampling. In order to gather data risky behavior and resiliency scales were used. The data were analyzed by t-test. In general, the results of this study indicated that planning social-educational inoculation program with the approach of Islamic teachings is effective in increasing the resilience and reducing the high risk behaviors of adolescent girls with high risky behaviors.
Somayeh Soltannejad; Esmaeil Sa’dipour; Hassan Asadzadeh
Abstract
The aim of this study was to investigate the relationship among perceived parenting styles, procrastination and self-handicapping. Current study is a descriptive research ofcorrelational type. For this purpose, the Parental Authority Questionnaire (PAQ), Tuckman's Procrastination Scale and the Self-Handicapping ...
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The aim of this study was to investigate the relationship among perceived parenting styles, procrastination and self-handicapping. Current study is a descriptive research ofcorrelational type. For this purpose, the Parental Authority Questionnaire (PAQ), Tuckman's Procrastination Scale and the Self-Handicapping Scale (SHS) were completed by150 3rd-grade high school students in Karaj city who were selected through cluster random sampling. The data were analyzed using Pearson correlation coefficient and step-wise regression analysis. The results indicated that authoritarian style had significant positive correlation with procrastination and self-handicapping. Authoritative and permissive parenting styles have significant negative correlation with self-handicapping. The step-wise regression analysis also suggested that among perceived parenting styles, authoritarian style had significant and positive predictor of procrastination, and authoritative style had significant and negative predictor of self-handicapping. In general, it can be concluded that increasing warmth and involvement in parenting can decrease the harmful consequences of procrastination and self-handicapping behavior.
Hadi Ja'farinejad; Esma'il Sa'dipour; Mehrdad Hajihassani; Hiva Muhammadjani
Volume 8, Issue 25 , October 2012, , Pages 36-56
Abstract
The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students ...
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The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students was chosen by cluster sampling. The sampled students were asked to fill out the Personality Five-Factor Questionnaire along with the Approaches and Skills of Study Questionnaire, and their semester average was used as the criterion of academic achievement.The results of the Pearson product-moment correlation coefficient showed that the relationship of neuroticism and surface approaches of studying with academic achievement was negative. The relationship between academic achievement and extroversion, agreeableness, conscientiousness and deep approaches of studying was positive. Academic achievement was not associated with openness to experience. Furthermore, the multivariate regression analysis indicated that deep and surface approaches of studying, neuroticism, conscientiousness and extroversion could predict the academic achievement. Students who are more extroverted, agreeable or conscientious and use deeper studying approaches experience more academic achievement.
