farhad saeidi; javad poorkarimi
Abstract
The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental ...
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The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.
Hamdullah Habibi; aysan pashaeifakhri
Abstract
The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of ...
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The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of this research was descriptive and survey type. According to Morgan's table, 260 students (130 talented and 130 ordinary) were selected from the University of Tabriz. Hierarchical cluster analysis, one-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were used to analyze the data using SPSS 21 software. Based on the results of cluster analysis, three motivational clusters in normal students: 36.9% in high quantity cluster (high internal and external motivation and low motivation); 46.9% in average quantity (average levels in all three clusters); 16.2% in low quantity (low internal and external motivation and high motivation) and in talented students 44.6% in high quantity cluster (high internal and external motivation and low motivation); 44.6% in average quantity (average levels in all three clusters); 10.8% were in low quantity (low internal and external motivation and high lack of motivation). Also, the research findings indicate that there is no difference between the academic achievement of gifted and normal students in motivational clusters
Leila mardali; alireza pirkhaefi; Mojtaba Sedaghati Fard
Abstract
The purpose of the study determine how this effectiveness of belief /motivational orientation and cognitive/personality creativity on promoting academic students achievement. The research method was quasi-experimental with pretest-Posttest with a control group (without follow-up period), the population ...
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The purpose of the study determine how this effectiveness of belief /motivational orientation and cognitive/personality creativity on promoting academic students achievement. The research method was quasi-experimental with pretest-Posttest with a control group (without follow-up period), the population statistical was a group of (all) students in the 11th grade of high school’s Tehran in 2019 -2020. Among them a sample group of 30 people was selected by random sampling method (15 people in the experimental group and 15 people in the control group) and motivational belief by Pintrich and DeGroot (1990), motivational orientation by Valrand (1992), Torrance cognitive creativity (Form B, 1993) and Abedi (1993) personality creativity questionnaire answered in two stages. Multivariate analysis of covariance was used to analyze the data. The results of analysis of covariance showed the variables of belief and motivational orientation and creativity personality the level (P<0.05), cognitive creativity and grade point average at the level of (P<0.01) have a significance difference between the control and experimental groups. The result indicate that educational interventions that improved academic students achievement. So schools can improve students in academic achievement by using educational intervention programs.
Ezatolah Ghadampour; Leila Mansouri
Abstract
The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic ...
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The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic Azad university, Izeh branch; during the academic year of 2015-16. This was correlational and comparative study. The research sample consisted of 274 students (130 male and 144 female), who were selected by stratified random sampling method. Religious Attitude Questionnaire (Golriz & Braheni, 1975), Self-efficacy Scale (Sherer & etal, 1982), Academic adjustment Questionnaire (baker & siryk, 1986) have been used for data collection. also student's average scores were used to measure academic achievement. The data was analyzed by ANOVA, Pearson correlation coefficient and stepwise multiple regression analysis. The result showed that there was significant difference between two groups of students in terms of academic self-efficacy and academic adjustment but there was no significant difference in their religious attitudes. The result of pearson correlation analysis indicated that there was no significant relationship between religious attitudes and academic achievement but there was significant relationship between self-efficacy, academic adjustment and academic achievement. stepwise regression analysis results also suggested that self efficacy and academic adjustment in female students and academic adjustment in male students are the most powerful predictors of academic achievement.
vahid manzari tavakoli
Abstract
AbstractThe research literature has paid a great deal of attention to the ability of students to self-regulate their learning. Considering the important role of self-regulatory strategies in learning, a meta-analysis was conducted to study the relationship between self-regulatory strategies and academic ...
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AbstractThe research literature has paid a great deal of attention to the ability of students to self-regulate their learning. Considering the important role of self-regulatory strategies in learning, a meta-analysis was conducted to study the relationship between self-regulatory strategies and academic achievement. In order to conduct meta-analysis technique, the effect size of the relationship of academic achievement and self-regulatory strategies were identified. Among 31 studies, 16 of which were checked against pre-determined criteria for eligibility of relevance. This study was based on 4088 samples and 16 effect size. The effect size of the study was computed by Hunter & Schmdit’s stages of meta-analysis. The results of the study revealed that the mean of effect size of the relationship between cognitive and meta-cognitive strategies with academic achievement based on Cohen’s table (r=0.29). The effect size of cognitive strategies (r=0.41) were established. However the combination of the effect size of cognitive and meta-cognitive strategies (r=0.38) were computed. The effect size of relationship between motivational strategies of self-regulated learning (motivational beliefs, achievement motivation, achievement goals, goals orientation, and self-efficacy) and academic achievement (r=0.34) obtained.
Madineh Rahmani Daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also The result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
madineh rahmani daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also, the result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
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. ...
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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.
روانشناسی یادگیری
Rozita Moshashaei; Hamidreza Maghami; Esmaeil Zarei Zavaraki
Abstract
Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design ...
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Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design with control group. The target community in its current research is the eleventh elementary school of experimental sciences in the high schools in the new city of Andishe, who studied in the academic year of 96-97. Khadijeh High School was selected according to available method ,to conduct the research And the individuals were randomly replaced in three groups. After the design of the Secondary Biology curriculum design, the Augmented Reality software based on the scientific data of the part was produced and implemented on the first experimental group of student. In order to collect data, the academic achievement test, which were designed by the researcher based on the content of the course, were used. findings: For analyzing the data at the level of descriptive statistics, statistical methods of mean and standard deviation, and inferential statistics of covariance analysis methods were used. The result of research shows that the comparison of the academic achievement of students who were trained in the augmented reality software method (experimental group 1)compared with those who were trained in the educational design (experimental group 2) and methodology control group had a better function. Conclusion: Using augmented reality technology with the Merrill design model leads to students' academic achievement in the subject of biology.
روانشناسی یادگیری
Mohammad Asgari
Abstract
Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals ...
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Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals (50 boys and 50 girls, half of the subjects in the experimental group (25) and the other half (25 persons) in the control group were replaced) was selected through multi-stage random sampling. Sara son's test was used to test the anxiety of the subjects. The students' average score and grade of examination were considered as academic achievement and performance. For the 10-session group, 1.5 hours of cognitive-behavioral stress management training was performed in the experimental groups, but the controls group did not receive any training. Data analysis with factorial multivariate analysis of variance showed that: Stress management training based on cognitive-behavioral approach has an impact on the performance of exam, academic achievement and student's test anxiety. The stress-management of cognitive-behavioral stress reduced the test anxiety of male and female students, and improved the academic achievement and performance of the male and female students. But did not significantly affect on gender, and educational interaction and gender on any of the variables.
روانشناسی یادگیری
sajjad basharpoor; javad drodi; sepideh mahmoodzadeh
Abstract
Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types ...
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Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types in predicting academic achievement in elementary school students in Baneh County, Kurdistan. The method used in this study was correlational, and the statistical population consisted of 160 primary school students, in fourth, fifth and sixth grades, in the academic year 2015-2016 (1394-1395), which were selected by cluster sampling. To collect data, Behavioral Inhibition/Activation systems scale (BIS/BAS) questionnaire of Carver and White, and the Horne & Östberg's Morningness-Eveningness questionnaire were used, and the collected data were analyzed by the Pearson correlation coefficient and Multiple Regression Analysis. The results showed that academic achievement has a positive correlation with sensitivity to reward (r= 0.34: p<0/002), drive (r=0.45, p<0/001) and behavioral activation system and morningness (r= 0/34: p<0/002), but it has a negative correlation with fun seeking (r=-0/22: p<0/043) and sensitivity to punishment (r=-0/39:p<0/001).The results also showed that drive and the extent of morningness-eveningness components could predict 22/2% and 11/6% of changes in students’ academic achievement, respectively. The results also showed that the more sensitive students are to reward and drive, and are more of morningness types, they show more academic achievement.
روانشناسی یادگیری
Abstract
This paper investigated the relationship between social support (types, amount and importance of sources) with subjective well-being and academic achievement of pre-university female students. The research method was a descriptive and correlational (regression). The statistical population was all pre-university ...
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This paper investigated the relationship between social support (types, amount and importance of sources) with subjective well-being and academic achievement of pre-university female students. The research method was a descriptive and correlational (regression). The statistical population was all pre-university female students in Birjand. 220 students were selected randomly from three pre-university centres. Scale of Social Support for Children and Adolescents (CASSS2000, Malecki, Demary, & Ellliot, 2000) and Oxford Happiness Questionnaire (OHI) was used to measure the research variables. The data were analyzed using multiple regression. The research findings showed there was a statistically positive relationship between sources of social support and perceived level of support from parents and classmates with subjective well-being. In addition, only the importance of receiving support from parents related positively to students' subjective well-being. In types of support, only emotional and informational support had a statistically positive relationship with subjective well-being. On the other hand, the research results also showed that there was not a statistically correlation between types and network of social support with academic achievement. The study specifically highlights the role of parental support in subjective well-being.
روانشناسی یادگیری
shadi alvari; hamid reza maghami
Abstract
The purpose of this study was to investigate the effect of learning community on social skills and academic achievement of students at Allameh Tabataba'i University in Tehran. Based on the main goal, the method of this study was pre-test, a two-group post-test (for social skills variable) and a two-group ...
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The purpose of this study was to investigate the effect of learning community on social skills and academic achievement of students at Allameh Tabataba'i University in Tehran. Based on the main goal, the method of this study was pre-test, a two-group post-test (for social skills variable) and a two-group post-test (for academic achievement variable). The population of this study was students of Allameh Tabataba'i University Faculty of Psychology of Educational Sciences. Among the statistical population, 14 people were selected as the subjects who were randomly assigned to experimental and control groups. The results of the covariance analysis test for social skills test were significant at 95% confidence level (P <0.05) and showed that the community of learning has an impact on social skills and increases it. The results of t-test showed that there is a significant difference between the level of academic achievement of students in the experimental and control groups, in other words, students who have been trained in the learning community method have had more academic achievement. It is suggested that teachers and educators use this method to improve the level of social skills and academic achievement of students at universities and institutions with community-based learning infrastructure infrastructures.
Mohammad Bagher Akbarpour Zangalani; Hossein Zare; Mahmood Ekrami; Hamid Maleki
Abstract
The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying ...
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The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group; however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.
Ali Delavar; Niloofar Esmaeili; Saba Hasanvandi; Bagher Hasanvand
Volume 11, Issue 36 , July 2015, , Pages 59-78
Abstract
The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students ...
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The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students of grade 3 of high school of male and female sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with the use of multistage clustering sampling and regard to the capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation were conducted by multivariate regression with the use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.
rahim badri; mansur bayrami; Solmaz dabiri
Volume 10, Issue 33 , October 2014, , Pages 21-46
Abstract
Background: Students’ academic satisfaction and achievement as indicators of academic adjustment are important concepts in education, and important factors apart from cognitive abilities have considerable role on them. Aim: The purpose of present research was to study relation between two-dimensional ...
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Background: Students’ academic satisfaction and achievement as indicators of academic adjustment are important concepts in education, and important factors apart from cognitive abilities have considerable role on them. Aim: The purpose of present research was to study relation between two-dimensional perfectionism and achievement goals with academic satisfaction and achievement in form of a proposed model. Method: In this purpose, 319 students (140 boys and 179 girls) were selected by multi-stage cluster sampling among primary and secondary high school in region five of Tehran. They answered to Achievement Goal Orientation Questionnaire, Students’ Life Satisfaction Scale, and Child and Adolescent Perfectionism Scale. Data were analyzed by path analysis by using AMOS software. Result: The results showed that dimensions of perfectionism directly and indirectly affect on academic satisfaction and achievement. Also, achievement goals are effective on academic satisfaction and achievement as a mediator variable. Conclusion: Particular pattern of beliefs and motivation, the egocentric perfectionism and mastery goal orientation Causes academic satisfaction.
Mohammad Motaghed Larijani
Volume 10, Issue 31 , April 2014, , Pages 211-222
Abstract
This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected ...
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This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected using the multistage cluster sampling method. Then, the demographic information questionnaire and family assessment device (FAD) were administered for the purpose of examining performance of the sample group families, and the indices provided through administration of the questionnaires were analyzed and compared in terms of the students’ academic achievement considered based on their averages by means of a t-test and one-way ANOVA and SPSS application. The findings of data analysis suggest that the academic status of the students experiencing inefficient family atmosphere was significantly worsened. Furthermore, the students from the families experiencing weak economic conditions had more academic achievement vis-à-vis those coming from the families with high economic status. There was no significant relation between the students’ academic achievement and mothers’ educational background, and female students’ academic conditions were better than the male students’. The research results generally indicate that there is a significant relation between weak family performance and reduced academic achievement of the junior high school students.
mohammad saeed ahmad
Abstract
Communication skills refer to skills with which people can involve in interpersonal interactions and communication process; that is, process in which people share their information, thoughts, and senses through verbal and nonverbal exchanges. The present research was done to study the effect of communication ...
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Communication skills refer to skills with which people can involve in interpersonal interactions and communication process; that is, process in which people share their information, thoughts, and senses through verbal and nonverbal exchanges. The present research was done to study the effect of communication skills training on self-esteem and academic achievement of male students of high-schools in Zanjan city. The research method was experimental with pre-test, post-test with a control group. The tools used in this research were the Cooper Smith Self-esteem Questionnaire (1986) and, the average student's marks in the semester and the UNISEF program for training communication skills (2004). The statistical population of the research included all of male high school students in Zanjan in the school year 2011-12. Among them 60 students were randomly selected by multi-stages cluster sampling method and divided into two experimental and control groups. The results gained by ANCOVA showed that there was a significant difference between experimental and control groups in self-esteem. Also the results showed that there was significant difference between experimental and control group in academic achievement of students. The training of communication skills was effective in improvement of self-esteem and academic achievement of students.
Mohammad Ali Tavakoli
Volume 9, Issue 28 , July 2013, , Pages 100-122
Abstract
The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional ...
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The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional descriptive study. The sample consisted of 600 students (281 females and 319 males) selected using cluster random sampling from a population of students of Islamic Azad University-Abadan Branch. The participants were assessed using Aitken Procrastination Inventory. The collected data were analyzed by t-test, ANOVA, correlation coefficient, and multivariate regression analysis, and with the help of SPSS 18. The findings showed that 14% of all students, 12% of female students, and 14.1% of male students had high levels of academic procrastination, while 70.8% of all students, 68.8 % of female student, and 68.7% of male students showed average levels of academic procrastination. Other results indicated that females and students who were interested to their fields of study showed lower levels of procrastination. The relationship between procrastination and age was not significant, but there was a negative relationship between procrastination and academic achievement. Moreover, students who studied in the morning and during the semester, as well as those who entered the University for gaining knowledge and skills showed lower levels of procrastination. The multivariate regression analysis showed that preferences of study time, interest in a field of study, academic achievement, and gender variables accounted for 22.6% of the variance in academic procrastination. Academic procrastination is highly prevalent among university students. This issue may affect different aspects of students’ education, health, and career prospects. Therefore, appropriate measures are recommended to diagnose and treat academic procrastination in university students.
Hadi Ja'farinejad; Esma'il Sa'dipour; Mehrdad Hajihassani; Hiva Muhammadjani
Volume 8, Issue 25 , October 2012, , Pages 36-56
Abstract
The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students ...
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The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students was chosen by cluster sampling. The sampled students were asked to fill out the Personality Five-Factor Questionnaire along with the Approaches and Skills of Study Questionnaire, and their semester average was used as the criterion of academic achievement.The results of the Pearson product-moment correlation coefficient showed that the relationship of neuroticism and surface approaches of studying with academic achievement was negative. The relationship between academic achievement and extroversion, agreeableness, conscientiousness and deep approaches of studying was positive. Academic achievement was not associated with openness to experience. Furthermore, the multivariate regression analysis indicated that deep and surface approaches of studying, neuroticism, conscientiousness and extroversion could predict the academic achievement. Students who are more extroverted, agreeable or conscientious and use deeper studying approaches experience more academic achievement.
mahmood najafi; golamreza dehshiri
Abstract
Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered ...
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Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered the Loneliness Fillings Scale and Kooper Smith’s self-esteem Questionnaire. Results: The results showed that self-esteem and loneliness were significant predictors on academic achievement. Also, there was negative significant correlation between self esteem and loneliness. Other results showed that the mean scores of self esteem and affective symptoms of loneliness of girls were significantly higher than the boys’ mean scores. Conclusion: in sum, the results represented the importance and the role of need to self-esteem as a potential variable for helping to students in order to cope with their affective-social loneliness experiences and academic achievement.
mohamadali mohamadifar; mahmood najafi
Abstract
Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary ...
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Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary school. In this research we examined 108 students (boys and girls) of second grade of primary school in Tehran city. The students were selected by stratified random sampling method from four regions of Tehran department of education. Research tools in this research were one questionnaire and two Persian and Mathematical tests. The results showed that there is difference between students in academic achievement and test anxiety with considering evaluation type. In fact results showed that students evaluated with descriptive evaluation had upper scores in academic achievement and fewer scores in test anxiety. According to results, sex showed interaction with anxiety, and females with were characterized by higher scores on test anxiety. These findings are consistent with the view that descriptive evaluation is associated with high school performance and low test anxiety
Aboulghasem Yaghobi (PhD); Hamid Alizadeh (PhD); Farzaneh Moradi Amin (MA)
Volume 6, Issue 16 , April 2010, , Pages 145-168
Abstract
Abstract
his study compares mental health, academic achievement, and educational functioning in students with and without attention deficit hyperactivity disorder (ADHD). In this descriptive study sixty 1st grade students (30 with and 30 without ADHD) were recruited from guidance schools in Hamedan. ...
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Abstract
his study compares mental health, academic achievement, and educational functioning in students with and without attention deficit hyperactivity disorder (ADHD). In this descriptive study sixty 1st grade students (30 with and 30 without ADHD) were recruited from guidance schools in Hamedan. Mental Health Inventory and Academic Achievement Inventory were utilized for collecting the data. Data analysis revealed a significant difference between the two groups. Accordingly, we can suggest that students with ADHD have a poorer condition in these three variables. On this base, we stress on the related psychological service for students with ADHD. Clinical implications have been discussed.
Yadollah Khorramabadi(PhD); Ali Delavar(PhD)
Volume 5, Issue 15 , January 2010, , Pages 88-109
Abstract
This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic ...
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This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic academic achievement test, chemic performance test and portfolio were used for gathering data. Data were analyzed by MANCOVA and ANCOVA. Results indicated that, students whose performances were assessed with alternative assessment did better in academic achievement on psychomotor and cognitive domains than those assessed with traditional methods. They had also more positive attitude than other ones toward school.
Mousayeb Yarmohammadi Vasel (PhD)
Volume 5, Issue 14 , July 2009, , Pages 20-41
Abstract
The purpose of this study was to find out the relationship between Math Anxiety with low academic achievement and Predictors of Math Anxiety in Guidance schools. The research method was retrospective cohort and causal comparative study. In this study, the subjects were recruited from North Khorasan province. ...
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The purpose of this study was to find out the relationship between Math Anxiety with low academic achievement and Predictors of Math Anxiety in Guidance schools. The research method was retrospective cohort and causal comparative study. In this study, the subjects were recruited from North Khorasan province. The research statistical population comprised all pupils with low academic achievement in mathematic (their mathematic scores was lower than 10). The sample included 438 pupils (288 with low mathematic achievement and 150 with high mathematic achievement) who were chosen using cluster and stratified sampling method. The instruments were a wide range of topics, including demographic information, behavioral of teachers and parental, mathematic self-concept Inventory, mathematic anxiety Inventory, mathematic motivation Inventory, and educational motivation Inventory. The results revealed that the rate of academic drop out was 25/13%, and there was a negative relationship between math anxiety and performance mathematic (-0.51). The variables of mathematic self-concept, mathematic motivation, educational motivation and the effort of pupils had negative relationship with math anxiety. It has also been identified key factors behavioral of teachers and parental, mathematic self-concept, mathematic motivation, social participation, goal orientation and self assurance that can be considered as early predictors of mathematic anxiety. This may help administrators and teachers enhance their ability to prevent and treat mathematics anxiety through better instruction to their pupils.
