روانشناسی یادگیری
ٍEnayatollah Zamanpour
Abstract
After the Covid-19 pandemic, university classrooms were closed for a while, but immediately with the immediate decision of university officials, the will was decided to hold classes virtually and electronically; This demand was somehow imposed on the students without examining whether the students had ...
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After the Covid-19 pandemic, university classrooms were closed for a while, but immediately with the immediate decision of university officials, the will was decided to hold classes virtually and electronically; This demand was somehow imposed on the students without examining whether the students had the necessary support in this way or not. The purpose of this study is to demonstrate the readiness of students to learn in the electronic context and the effect of these factors on academic achievement. In the present study, several factors have been studied to explain students' academic achievement in the future, some of which are related to the personality traits of the learner (student), including conscientiousness, self-regulation, academic resilience, and some to their attitudes, including attitudes toward digital technologies. And attitudes towards e-learning systems. After electronicizing the research tool electronically, it was given to the students of the inferential statistics course of the undergraduate course after the end of teaching. In order to analyze the multiple relationships between variables, the structural equation model has been used using the partial least squares and the most important results can be the lack of conscientiousness effect and the direct significance of resilience and self-regulation on academic achievement. Following the results of this research, suggestions have been made for e-learners of universities and officials.
zahra bahari; Ali Reza Kiamanesh; mohammad hossein abdolahi
Abstract
Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a ...
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Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a kind of self-conscious that can lead to self-regulation. The statistical population of this study was all students in the fifth, sixth and seventh grade in the academic year of 2018-19. The sampling method is convenience sampling. The research was a semi-experimental design with a pretest-posttest and 45 days follow up with a control group. In the experimental group, 20 students received 8 sessions of 90 minutes of training base on an educational researcher-made package, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of a MIMIC model. From significant findings of this study, we can mention the fitting of the conceptual model as well as the direct and indirect effect of executive functions education on self-regulation. These effects persisted in the follow-up phase. Therefore, considering the importance of self-regulation in the academic and non-academic life of students, it can be concluded that a researcher-made educational package can be used to improve this concept.
sayedeh fatemeh zaegamean; mahdi moeinikia
Abstract
The purpose of the present research was descriptive, analysis and synthesis analysis presented in the context of factors influencing self-regulation strategy in learning. This research method is the meta-analysis. The statistical population of the research includes all scientific and research articles, ...
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The purpose of the present research was descriptive, analysis and synthesis analysis presented in the context of factors influencing self-regulation strategy in learning. This research method is the meta-analysis. The statistical population of the research includes all scientific and research articles, a research project at the Research Center of Education Organization and thesis at the University of Mohaghegh Ardebili and Razi between 1380 -1394. In the research carried out, 11 were selected for review. Data analysis was performed with the help of software Spss.vs.22, CMA2 & EXCEL. To calculate effect size used of G Hedges and fixed effect and random effect model, to study significant of frequency in research use of method counting (chi-square) and in order to combination effects size were used of T Vainer possible combination method. To fix the problem publication bias in primary studies used of chart funnel that shows publication bias in the primary study at test anxiety variable. To fix this problem was used for tow models of fixed and random effects of Dual and Tweedy fitness test. In order to cheek homogeneity studies I2 and Q test was used that showed the primary studies are not homogeneous. Also, The calculated effect size was significant for studies under both models fixed and random statistically for variable examined. Finally, 10 factors affecting the self-regulation strategy were identified and their significance evaluated. Among the identification factors, the highest index of the calculated effect size was related to the collaborative learning of the type of Jigsaw Variable.
bahram saleh sedgh pour
Abstract
Aim: This study aimed to survey the relationship between cognitive entry behavior, learning strategies and self-regulation and mathematics course academic achievement. Method: This research has been done by correlation methods of research. Statistical society in this study includes all the female students ...
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Aim: This study aimed to survey the relationship between cognitive entry behavior, learning strategies and self-regulation and mathematics course academic achievement. Method: This research has been done by correlation methods of research. Statistical society in this study includes all the female students of Borazjan High school Grade One in Bushehr province, those who have studied in 89-90 educational year. The sample has been chosen by getting use of random clustering method. The number of this selected sample is 104. The Tools that have been used in this research are as follows; High school Grade One mathematics test, the reliability coefficient of which was computed by Cronbach Alpha equation and was equal to %952. Cognitive entry behaviors relation, learning strategies, self-regulation and mathematics academic achievement have been computed by multi-varieties regression analysis and correlation way. Results: The results showed that there is a meaningful relationship between cognitive entry behaviors factor and mathematics achievement. Moreover, there is a meaningful relationship between learning methods and mathematics achievement. There is a meaning full relationship between self-regulation and mathematics achievement. Conclusion: As a result there is a relationship between learning strategies and cognitive entry behaviors self-regulation with mathematics achievement.
