روانشناسی یادگیری
Nastaran sadat Naghibsadati; Javad Mesrabadi; Abolfazl Farid
Abstract
During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research ...
Read More
During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results of existing researches in the field of gender differences in academic emotions. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 1370 and 1400. After reviewing the primary studies based on the inclusion and exclusion criteria, 146 effect sizes from 80 selected studies were included in the analysis process. In order to collect information from the Mesrabadi checklist (1395) and to analyze the data, combined effect size with two fixed and random models, funnel plot, and sensitivity analysis, were used. In this research, Hedges g index was used among the types of d indices. The results showed that the difference obtained in the index of total academic emotions and types of emotions, according to the interpretation of Cohen's d criterion, is lower than the small level. Considering the heterogeneity of the effect sizes, sub-components were analyzed. Based on the obtained effect sizes, there is no difference between girls and boys in all kinds of academic emotions.
روانشناسی یادگیری
somayeh yoosefi; javad mesrabadi
Abstract
The purpose of this study is to provide a meta-analysis method for combining the Quantitative Result of different study about relationship between goal orientation and academic achievement. To achieve this goal, we used the qualitative findings of 23 researches from which 82 effect sizes were obtained. ...
Read More
The purpose of this study is to provide a meta-analysis method for combining the Quantitative Result of different study about relationship between goal orientation and academic achievement. To achieve this goal, we used the qualitative findings of 23 researches from which 82 effect sizes were obtained. The statistical population of the study is all articles in SID database . After considering the inclusion and exclusion criteria, the selected statistical indicators were analyzed by CMA software version 2. The size of combined effect of random model was 207/0 for Mastery Goal Orientations, 020/0 for Mastery -avoidance goals, 094/0 for Performance Goal Orientations ،, and 068/0- for performance-avoidance goals. this effect sizes were significant for Mastery and performance Goal Orientations and Non-significant for Mastery and performance -avoidance goals. Being significant effect size for Mastery and performance Goal Orientations represents both a significant and a positive impact on educational attainment. But, according to Cohen's criteria, this effect size has a slight effect. In other words, this relationship is low in the studied population.
Javad Mesrabadi; Akbar Alilou
Abstract
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency ...
Read More
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.
