Sharareh Ashayeri; Morteza Omidian; Ali Reza Haji yakhchali
Abstract
Objective: This study aimed to investigate the effect of a program based on the approach of mindset growth to mathematical performance in fourth-grade female students in Kermanshah.Method: The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The ...
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Objective: This study aimed to investigate the effect of a program based on the approach of mindset growth to mathematical performance in fourth-grade female students in Kermanshah.Method: The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The study's statistical population was all second-year elementary school students in Kermanshah in the academic year 1401-1400, in which a total of 60 students were selected by multi-stage random sampling method and randomly divided into two groups of experimental and control. The experimental group underwent 7 sessions of training based on the mindset growth approach. While the control group did not receive any intervention. To measure the variables, Dweck’s (2000) mental test questionnaire and math test were performed in both groups and the data obtained from the pre-test and post-test were analyzed using a univariate analysis of covariance.Results: Analysis of covariance showed that the approach to mindset growth increased students 'math scores compared to the control group in the post-test (P <0.001).Conclusion: It seems that the mindset growth approach can be used in schools and educational centers to increase student's mathematical performance
Morteza Omidian; Zahra Mehrabi; Alireza Hajiyakhchali
Abstract
The purpose of this study was to investigate the relation between mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’s Students. The statistical population were all undergraduate students of Shahid Chamran University of Ahvaz. ...
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The purpose of this study was to investigate the relation between mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’s Students. The statistical population were all undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 students who were studying in the academic year of 96-95. Samples were selected by simple random sampling. The Zimbardo and Boyd Time Perspective Questionnaire (1999), the Mindfulness Questionnaire (Bauer et al., 2006) and Hartre's Educational Motivation Questionnaire (1980) were used to measure the variables. The results of the path analysis showed that the mindfulness and future time were involved in predicting external and internal academic motivation, and the present fatalistic was only reciprocally related to external motivation. Results were discussed with respect to theories of motivation, mindfulness and time perspective. Mindfulness directly affects the internal and external motivation and helps improve motivation by improving mindfulness. Accordingly, it is difficult to distinguish relations with the time orientation due to the positive relationships between the two types of internal and external motivation. On the other hand, the prospect of future time orientation and focusing on increasing each motive is appropriate. But in order to improve external motivation, the present fatalistic time orientation must be reduced. In sum, the best prospect of time orientation to improving motivation is future time orientation.
