روانشناسی یادگیری
hedyeh felfelian; hosein jamshidian
Abstract
Middle school students face countless challenges on their way to study, which affect their motivation and academic conditions, so they need the necessary training in order to manage daily stress and the ability to face difficult situations at school; Therefore the present study was conducted with the ...
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Middle school students face countless challenges on their way to study, which affect their motivation and academic conditions, so they need the necessary training in order to manage daily stress and the ability to face difficult situations at school; Therefore the present study was conducted with the aim of determining the effectiveness of academic resilience on academic procrastination, school engagement, and anxiety among secondary school students in Isfahan city.The method of the current research was experimental with a pre-test-post-test design with a control group.The statistical population includes all high school students of Isfahan city in the academic year of 2023, of which 30 people were randomly selected in a cluster and finally randomly placed in two experimental groups and a control group (15 people each).Data collection tools included the academic procrastination questionnaires of Solomon and Rothblum(1984), school engagement’s Wang, Wigfield and Eccles(2011), anxiety by Beck et al(1998). The academic resilience training package taken from the research of Yousef Vand(2019) and Yarahamdi et al(2018) was implemented on the experimental group during 10 sessions of 60 minutes. The obtained findings were analyzed using spss-22 software at two levels of descriptive statistics (mean, standard deviation) and at the level of inferential statistics (analysis of covariance).The results showed that academic resilience training has a significant effect on academic academic procrastination, school engagement, and anxiety among secondary school students in Isfahan city(p≥0.05).Based on the obtained results, it can be concluded that academic resilience training can be used as an effective intervention method by school counselors
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.
روانشناسی یادگیری
Maryam Safaee; alimohammad rezaei; Siavosh Talepasand
Abstract
The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of ...
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The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of Payam Noor University of Bojnourd. 500 students who were selected through multi stage stratified random sampling method completed the Multidimensional Scale of Perceived Social Support, the College Academic Self-Efficacy Scale, the Academic Resilience Inventory and the Schoolwork Engagement Inventory. The data were analyzed by Pearson correlation test and path analysis in SPSSV19 and AMOSV20 software. The results of Pearson correlation showed that there is a positive and meaningful correlation between all of variables in model. Also results of path analysis showed that family support and friends support had a significant role in predicting academic performance either directly or indirectly with the mediation of academic self-efficacy, academic resilience and academic engagement. The direct effect of others support on academic performance was not significant. But this variable also had a significant effect in predicting academic performance with the mediation of other variables. In general, the research findings showed that family support, friends support, academic self-efficacy, academic resilience and academic engagement play a determining role in predicting academic performance. Therefore, according to the findings of this study, it is recommended that the necessary measures be taken to increase social support, academic self-efficacy, academic resilience and academic engagement in order to enhance the academic performance of students.
