روانشناسی یادگیری
Shahram Vahedi; moosa piri
Abstract
The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary ...
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The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary school students. A pretest and posttest control-group quasi-experimental design was employed to evaluate the instructional effectiveness of this strategy. Thirty boys were randomly selected from two elementary schools located in Bostanabad District of Tabriz city, Iran was used as subjects for the study. One classroom of 15 fifth-grade students made up the experimental group, and 15 fifth-grade classrooms students comprised the control group. The experimental group was taught selected topics in math using concept-mapping strategies, while the control group was taught using the traditional lecture method. The Self-Description Questionnaires (SDQ) and mathematical performance test were used for data collection. Data have been analyzed by ANCOVA and T-test. The result of the study showed that the experimental group performed significantly better in mathematical problem solving than the control group. Also, the findings revealed that the concept mapping promotes students’ mathematics self-concept.
fariborz nikdel; Maryam Dehghan; Nasser Noushadi
Abstract
The emphasis on ethical values, especially the protection of moral behavior, has increased dramatically in the recent years. The aim of this study was to investigate the relationship between self-concept, moral metacognition and moral behavior with the mediating role of moral reasoning students from ...
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The emphasis on ethical values, especially the protection of moral behavior, has increased dramatically in the recent years. The aim of this study was to investigate the relationship between self-concept, moral metacognition and moral behavior with the mediating role of moral reasoning students from high schools in shiraz. For this purpose, 300 students were randomly selected by using multi-stage cluster sampling method and filled out questionnaires of self-concept (Rogerz, 1975), questionnaires of metacognitive knowledge (Swanson and Hill,1993), and moral development scale (Manavipour). Data were evaluated by multiple regression analysis with synchronized method based on baron and Kenny(1989). Results demonstrated that self -concept (β=0/42, P<001), and moral metacognition had positively direct effect(β= 0/18, P<001) on moral reasoning. Also, self-concept and moral metacognition have an indirect effect on moral behavior through mediating role of moral reasoning. Moral reasoning positively predicts moral behavior. Therefore, it can be concluded that the moral reasoning has a mediating role in the relationship between self-concept and moral metacognition with moral behavior.
Tahereh Kheiri Gelsefidi; Shahrbanoo Ghahari; Balal Nazaryan
Abstract
This study has been done to identify the effectiveness of teaching English as a Foreign Language (EFL) on the self-concept and achievement motivation of learners. In this paper among the 280 students of 15-30 year-old, using both the Rogers’ Self-concept Questionnaire and Herman’s questionnaire ...
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This study has been done to identify the effectiveness of teaching English as a Foreign Language (EFL) on the self-concept and achievement motivation of learners. In this paper among the 280 students of 15-30 year-old, using both the Rogers’ Self-concept Questionnaire and Herman’s questionnaire measure of Achievement Motivation, 160 ones have got lower scores. Among this group of students, 30 individuals were selected by random sampling method and allocated into two groups including an experimental group and a control group. As an intervention, Teaching English as a Foreign Language (EFL) was represented to the experimental group twice a week, each session lasting about 90 minutes. Overall it took about 63 sessions to finish the project. Then the post-test was performed for both groups again. The data analysis showed a significant difference between the variables (p<0.05). In other words teaching English as a foreign language is effective in increasing the achievement motivation and improving the self-concept
mohamad asgari; seyedreza mirmahdi
Abstract
ackground: The relationship between self-concept and academic achievement has been much discussed in psychological literature. Study the effect of self-regulation strategies training on the self-concept and mathematic academic achievement has also been of researchers' concern. Objective: the aim of this ...
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ackground: The relationship between self-concept and academic achievement has been much discussed in psychological literature. Study the effect of self-regulation strategies training on the self-concept and mathematic academic achievement has also been of researchers' concern. Objective: the aim of this study was to determine the effect of self- regulation strategies training on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. Method: A sample of 69 students (including 2 classes), selected through multi-phase random selection, was assigned to both experimental and control groups. An Ahlovalia self-concept pretest was administered to both groups and the scores of mathematics from formative assessment during the first 45 days of the semester were considered as pretest scores. Then, the experimental group attended to self-regulation strategies training for 12 sessions, but the control group received no training. Finally, both groups were administered Ahlovalia self-concept post-test, and the scores of mathematics from formative assessment during the three months strategies training were considered as post-test scores mathematics. Results: The data were analyzed through MANOVA. The results showed that self-regulation strategies training significantly increased the self- concept and the mathematic academic achievement of the subjects at p=0/01 level. Also, self-regulation strategies training positively affected all sub-scales related to self-concept except the behavior subscale. Conclusion: training self-regulation strategies can be an appropriate action in order to increase students' self-concept and their mathematic academic achievement respectively
