روانشناسی یادگیری
davud kazemifard; Ezatolah Ghadampour
Abstract
Abstract The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis ...
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Abstract The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis and the statistical population included all students of all secondary school students of khorammabad in the academic year 2021-2022, that among the samples, 334 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Achievement Goal Questionnaire Scale Elliot and McGregor (2002), School Climate Perception Scale Jia and et.al (2009), Academic Efficacy Scale Patrick, Hicks and Ryan (1997) and Study Engagement Scale (Reeve, 2013). The path analysis method was used to evaluate the relationships between variables. The results show that both mastery-approach goals and performance-avoidance goals have a positive, direct, predictive effect on students’ academic engagement. Additionally, both goal orientations indirectly predict academic engagement through perceived school climate and academic self-efficacy, separately. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among students.
Ezatollah Ghadampour
Abstract
Background: Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their ...
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Background: Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their performance.Purpose: The purpose of this study was to investigate the effectiveness of meta-cognitive therapy on of test anxiety in high school girl students in Khorramabad city. Methods: The design of the study was quasi experimental with control group in pretest, post-test and follow up. Statistical population was of all girl students in the 1391-92 in Khorramabad city ,that among the them, 40 persons were selected randomly stage. Measuring data tool in this research,were Sarason test anxiety questionnaire and leaf samples demographic information. After the intervention, post-test and after 4 months follow-up tests were performed. Results analysis with software spss- 20 and Statistical analysis of covariance. Results: The results showed that intervention based on therapeutic metacognitive reduce were the 64% test anxiety symptoms at post-test and 62% of these symptoms at follow-up (p<0.01). Conclusion: Based on these findings, can conclude that intervention of metacognitive therapy was effective in reducing symptoms of anxiety and therefore, can use this intervention to reduce symptoms of anxiety in the students.
Ezatolah Ghadampour; Leila Mansouri
Abstract
The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic ...
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The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic Azad university, Izeh branch; during the academic year of 2015-16. This was correlational and comparative study. The research sample consisted of 274 students (130 male and 144 female), who were selected by stratified random sampling method. Religious Attitude Questionnaire (Golriz & Braheni, 1975), Self-efficacy Scale (Sherer & etal, 1982), Academic adjustment Questionnaire (baker & siryk, 1986) have been used for data collection. also student's average scores were used to measure academic achievement. The data was analyzed by ANOVA, Pearson correlation coefficient and stepwise multiple regression analysis. The result showed that there was significant difference between two groups of students in terms of academic self-efficacy and academic adjustment but there was no significant difference in their religious attitudes. The result of pearson correlation analysis indicated that there was no significant relationship between religious attitudes and academic achievement but there was significant relationship between self-efficacy, academic adjustment and academic achievement. stepwise regression analysis results also suggested that self efficacy and academic adjustment in female students and academic adjustment in male students are the most powerful predictors of academic achievement.
moslem danesh payeh; Ezatolah Ghadampour; fazlollah hasanvand; sajjad miriani
Abstract
Purpose: The purpose of this study was to explaining the happiness model based on wisdom and forgiveness. The method of study was practical on the base of purpose and on the base of nature, was descriptive - correlational based on structural equation model. The statistical population consisted of all ...
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Purpose: The purpose of this study was to explaining the happiness model based on wisdom and forgiveness. The method of study was practical on the base of purpose and on the base of nature, was descriptive - correlational based on structural equation model. The statistical population consisted of all teachers working in the primary and secondary schools of poldokhtar city, equal to 700 people. Based on Krejcy and Morgan's table, 274 cases were considered as sample size. The subjects were selected randomly. Oxford Happiness Questionnaire (1989), Hartland Forgiveness scale (2005) and Three-Dimensional Wisdom Questionnaire were used as research tools. The reliability of the scales was confirmed by Cronbach's alpha coefficient. Findings: analysis of data showed that the conceptual model of research with proper fitness was confirmed and wisdom had a highly significant positive effect on teacher’s happiness. Also, forgiveness had relatively weak, but significant effect on teacher’s happiness. Results: Based on this finding, it can be deduced that wisdom is an important and useful feature for increasing the happiness of people who are in struggling with environmental problems. Also, the cultivation of forgiveness can be a source of calmness and happiness in different individual.
Ezatolah ghadam poor; fazlolah hasanvand; maryam abdolahi moghadam; amin shakarami
Abstract
The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, ...
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The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, which included about 3990 students. According to the Krejcie and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on the multi-stage sampling method. The self-handicapping, academic Buoyancy, love of learning, self-esteem and Buffard et al self-regulatory skills scales were used to collect the data.
Data analysis showed that the conceptual model of the research was confirmed with proper fitness, and self-handicapping had a significant negative effect on academic Buoyancy and all of the mediating variables. More importantly, love of learning and self-esteem had positive mediating roles in the effect of self-handicapping on academic Buoyancy. Although self-handicapping had a significantly negative effect on self-regulation skills, this variable had not a mediating role on the adolescent's academic buoyancy.
It can be concluded that self-handicapping is a factor that can have damaging and destructive effects on the student’s academic buoyancy and other educational outcomes in the school setting. For this reason, it is necessary to use the positive effects of factors such as love of learning and self-esteem to overcome on negative impact of self-handicapping.
Ezatolah Ghadampour; zinat mahdiani; hafez padervand; behzad amraei; Hoseen sore
Abstract
Purpose: The purpose of this study was to predict addiction to cyberspace and tendency to high-risk behaviors based on emotional self-regulation in high school male students in Tehran. Method: The method of this research was correlational. The statistical population of this study was all male high school ...
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Purpose: The purpose of this study was to predict addiction to cyberspace and tendency to high-risk behaviors based on emotional self-regulation in high school male students in Tehran. Method: The method of this research was correlational. The statistical population of this study was all male high school students in Tehran during the academic year of 2017-18. They were selected from the statistical population of Tehran city, district 18 of education and from all the schools of this educational area by cluster sampling method two high schools were selected and 150 students were selected in this study out of the student population of schools. In this study, the cyberspace addiction (Yang), Iranian youth risk assessment questionnaire and emotional self-regulation questionnaire (March) were used to collect the data. In order to analyze the research data, descriptive indexes such as mean and standard deviation, and statistical methods of multivariate regression analysis were used. Results: The results of the analysis of the research data showed that there is a significant negative relationship between cyberspace addiction and the tendency towards high-risk behaviors with emotional self-regulation of students , and tendency toward high-risk behaviors in comparison with addiction to cyberspace, Has a higher predictive value in the in students. Conclusion: According to the results of this study, it is suggested that clinical school advisers and psychologists consider psychological variables such as emotional self-regulation to prevent Cyberspace addiction and tendency to high-risk behaviors
