Khatoun Mirzaei Matin; Hossein Moradimokhles; Vahid Salehi; Davood Mirzaeifar
Abstract
The purpose of this study was The effect of Flipped learning method on motivational strategies in students’ learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all ...
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The purpose of this study was The effect of Flipped learning method on motivational strategies in students’ learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all 10th grade female students in Tehran during the academic year of 2017-2018. The sample of the study consisted of 50 10th grade math students who were selected through cluster sampling. The research instrument was the standard questionnaire of motivational strategies for learning (1990) developed by Pintrich and DeGroot.The reliability questionnaire of motivational strategies for learning by Cronbach's alpha was 0.81. Covariance analysis was used to analyze the data. The findings showed that the Flipped Classroom increased the motivational belief and self-regulation strategies Than the control group (P
Ahmad Ghodsi; Siavosh Talepasand; alimohammad rezai; mohammadali mohamadifar
Abstract
The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional ...
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The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional memory, academic self-concept, expectation of success, and task value as moderator variables, and academic engagement as the consequence. To examine the model, a sample including 710 high school students in grade two and three in the courses of experimental sciences and mathematics in Qom high schools were selected through random sampling. All of them completed the questionnaires of student's interaction with teacher, peers, and parents, student's perception of learning environment, attribution styles, academic self-concept, emotional memory, expectancy- value, and academic engagement. The internal relations of variables were examined by structural equations model and EQS6.1 software. The findings show that social culture has a direct structural effect on student's perception of learning environment and attribution style, and a positive structural effect on expectation of success and task value through self-concept and emotional memory. Self-concept and emotional memory has also positive structural effect on academic engagement through task value. Only structural effect of self-concept on academic management through expectation of success is not significant. The expectancy-value theory is a suitable model for students' academic engagement. The role and contribution of motivational beliefs and cognitive processes are of importance in explaining academic engagement and the structure of their internal relations.
Mansour Salmani; Ahmad Khamesan; Mohammad Reza Asadi Younesi
Abstract
The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between ...
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The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.
Akbar Reza’i; Mohsen Khorsha; Hamid Reza Maghami
Volume 8, Issue 26 , January 2013, , Pages 212-233
Abstract
The purpose of this research was to investigate the relationship of personality characteristics, motivational beliefs, and learning strategies to students’ academic performance. For this purpose, 240 students (male and female) were selected through multi-stage cluster sampling method from among ...
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The purpose of this research was to investigate the relationship of personality characteristics, motivational beliefs, and learning strategies to students’ academic performance. For this purpose, 240 students (male and female) were selected through multi-stage cluster sampling method from among the students of humanities and basic sciences at Tabriz University. NEO Five Factor Personality Inventory and Motivated Strategies for Learning Questionnaire (MSLQ) were used for data collection. Multiple regression analysis and Pearson correlation were carried out to analyze the data. The results showed that there was a positive and meaningful relationship between responsiveness and students' academic performance of basic sciences. Academic performance had a positive and significant correlation with the variables of motivational beliefs, self-efficiency as well as learning strategies (cognitive strategies and self-regulation) in academic performance of students of basic sciences and humanities. The results of regression analysis showed that self-efficiency and motivational beliefs played a significant role in academic performance of humanities students. Responsiveness or conscientiousness also had a great impact on the academic performance of basic science students.
