روانشناسی یادگیری
Leila Sadeghi; Masoud Gholamali Lavasani Gholamali Lavasani; Salar Faramarzi; GholamAli Afrooz Afrooz
Abstract
The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, ...
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The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, the content of books and articles was analyzed in terms of components related to academic self-confidence. In this study, educational components were first extracted, then they were classified in the form of basic content, main component and secondary component. The academic self-confidence educational package is based on 6 comprehensive themes including: academic vitality (with themes that create motivation and academic involvement), academic self-efficacy (with themes that create a sense of competence and self-confidence), self-regulation (with themes that create self-awareness), self-monitoring, purposefulness, self-management and the use of effective learning strategies), scientific thinking (with the themes of critical thinking, creative thinking and cognitive flexibility), executive skills (with the themes of planning and organization, attention control and concentration, problem solving, and resilience) were formulated with the constructive themes of stress management, emotion management, adaptation and positive interactions and self-care. The educational self-confidence training model obtained can be used in the formulation of the intervention for the education of students with specific learning disorders, along with other existing interventions.
Mansoureh Hajhosseini; Elahe Hedayati; masoud Gholamali Lavasani
Abstract
The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary ...
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The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary school in Shiraz during the academic year of 1995-96. A total of 400 students were selected through multistage cluster sampling. To collect the data, Hazen and Shiver attachment styles questionnaires, Pamela Hindes Adolescents Hope Scale and Martin and Marsh's academic buoyancy scale were used. Data were analyzed using Pearson correlation coefficient and path analysis. Results: The results of correlation matrix table showed that there was a significant correlation between the majority of the present research which included the dimensions of attachment styles, hope and academic bouyancy (P <0.01). The results of path analysis indicated a significant role of mediating role of hope in the relationship between attachment styles and academic buoyancy. Conclusion: In general, it can be concluded that attachment styles and hope are two of the main factors for studying academic bouyancy.
masoud Gholamali Lavasani; Hemin Khezriazar; Masoud Gholamali Lavasani; asadollah Maleki
Abstract
This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected ...
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This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected to participate in the study. They replied to the basic psychological needs, academic motivation and academic engagement Questionnaires. Structural equation modeling revealed that basic psychological needs satisfaction exerted a direct, significant influence upon intrinsic motivation, Identified regulation, Interjected regulation and an indirect one upon academic engagement. In addition, basic psychological needs had a negative direct influence upon amotivation, while the direct influence of related on extrinsic motivation was not significant. Intrinsic motivation, Interjected regulation and Identified regulation had a positive direct influence upon academic engagement, while the direct influence of related on amotivation was negative and significant. Additionally, the direct influence of related on extrinsic and interjected regulation was not significant. In general, findings of this study suggested basic psychological needs had influence on students' English language engagement through the meditational effects of academic motivation.
