روانشناسی یادگیری
Saeideh Zahed; Hossein Kareshki; Parvin Roshanghias
Abstract
The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students ...
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The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students of Farhangian University of Isfahan in the academic year of 2021-2022. From this population, 30 students were selected by convenience sampling method and assigned to experimental and control groups randomly. The research instruments included the cognitive load questionnaire (Klepsch et al, 2017), the task cost questionnaire (Flak et al., 2015) and the self-efficacy subscale of the MSLQ questionnaire (Pentrich et al., 1991) and the text's influency effect was used to induce extraneous cognitive load. In the pre-test stage, the same text was given to the control and experimental groups to study it, which were similar in terms of fluency. Then both groups answered the task cost scale and self-efficacy scale. In the post-test, the method was the same, with the difference that the text font of the experimental group was manipulated in terms of fluency to make it less readable. The research data was analyzed using MANCOVA. The results showed that the induction of extraneous cognitive load in the form of influency effect has a significant effect on the internal cost of the task and self-efficacy (P<0.01). Therefore, it seems that extraneous cognitive load affects students' self-efficacy by inducing more costs.
روانشناسی یادگیری
Saeideh Zahed; Hossein Kareshki; Parvin Roshanghias
Abstract
The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population ...
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The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by the available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's disfluency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Seufert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive engagement questionnaires. Data were analyzed using MANCOVA. The results indicated a significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therefore, it seems that a certain amount of extraneous load can stimulate a germane cognitive process, by creating cognitive engagement.
Seyedeh Khadijeh Amirian; zeinab Rezaei; Somaye Hatamikiya; Hossein kareshki
Abstract
The aim of this study was to investigate the psychometric properties of the online self-regulated learning questionnaire (Lau, 2021) in students of Tehran universities. The Chinese version of the self-regulated online learning questionnaire (COSRQ) consists of seven subscales: goal setting, time management, ...
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The aim of this study was to investigate the psychometric properties of the online self-regulated learning questionnaire (Lau, 2021) in students of Tehran universities. The Chinese version of the self-regulated online learning questionnaire (COSRQ) consists of seven subscales: goal setting, time management, environmental structuring, effort regulation, cognitive/ monitoring strategies, help seeking, and self-evaluation. Participants in this study were 453 students of different stages of public universities who were selected by random sampling. Participants responded to questionnaires on self-regulated online learning questionnaire (COSRQ), academic engagement (RAEQ), motivated strategies for learning questionnaire (MSLQ), and the academic procrastination scale (PASS), provided online. The psychometric adequacy of the questionnaire was assessed in several steps including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity and reliability coefficient. The results of item analysis showed that all items of the questionnaire are sufficient in terms of descriptive features. Exploratory factor analysis by identifying 5 items that were in the unrelated factor led to the identification of six factors. Confirmatory factor analysis also confirmed this six-factor structure. The results showed that this questionnaire has convergent and divergent validity and good reliability.
روانشناسی یادگیری
zahra asgari; Hossein kareshki; behroz mahram
Abstract
This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the ...
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This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the fulfillment of learning, and provide the best advice for students from these institutions, we intended to investigation and analysis of the consequences and current context and in the centers in the form of a deep approach and deal basis. To accomplish this goal by using snowball sampling, experiences and statements of 17 undergraduate students (those 1 year of their students in institutions Minecraft attended) and 17 teachers and administrators had been exploring. Data were collected by semi-structured interviews were conducted. Analysis of the data by coding used in grounded theory methods, including open coding, axial and selective coding was done. Based on the results obtained, the central phenomenon in grounded theory, a phenomenon called "paradoxical orientation eclectic interests, institutions, environment and individual. T he consequences of psychological, educational institutions exam consists of meta-cognition, undermining problem solving, stress, lack of motivation, sensitive inferiority comparison, the loss of efficacy, undermine the friendship and outcomes of education including the improvement plan, school failure, learning level, purposeful learning and dependency. Also as a result of the findings, unprincipled advice and special features tests of educational institutions was identified as the causal conditions and policies governing bodies as well as the underlying substrates were discovered.
