روانشناسی یادگیری
mosa bandak
Volume 11, Issue 37 , October 2015, , Pages 19-33
Abstract
The aim of this study was to investigate the impact of life skills training on academic self-efficacy. The study population consisted of all elementary school students in Boolbanabad city. The sampling method used in this study was random sampling. For data gathering, the academic self-efficacy questionnaire ...
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The aim of this study was to investigate the impact of life skills training on academic self-efficacy. The study population consisted of all elementary school students in Boolbanabad city. The sampling method used in this study was random sampling. For data gathering, the academic self-efficacy questionnaire MJSES (1999), before and after life skills training, was distributed among the students. Content intended to train students in the life skills program was cognitive skills, how to record maintenance information, wise use of resources, self-esteem, resiliency, problem solving thinking. The data were analyzed by SPSS-19 software, using analysis of covariance. The results showed that life skills training can affect students’ academic self-efficacy. Because these skills increase their knowledge of learning how to be better able to remember information and therefore have less forgetfulness. Therefore, their self-concept and academic achievement will be positive.
DARYANAZ PAHLAVANI NEJHAD
Abstract
The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research ...
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The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research method is a correlation type and based upon measuring form. Statistical population of this thesis includes Payame Noor University, Tarbiat Modarres Tehran, Shahid Beheshti and Science & Industry of Iran University. Statistical population includes 3039 university students at electronic learning courses. We used random sampling method in this research. About 385 persons were selected randomly from among all students in electronic learning courses. Data collection tool was a questionnaire with Cronbach alpha equal to 0.98. All data were measured by the use of statistical analysis resulted from a questionnaire and by the help of LISREL software. Research proposed model was tested by the use of model making method of structured equations. According to the results, there is a powerful and significant relation among content, technology, teacenvironment and satisfaction in electronic base. Furthermore and according to the regression standardized coefficients (process analysis coefficients) it is obvious that environmental factors have the highest grade, information quality has second grade and educational quality has third grade, technical quality has fourth grade, content has fifth grade, professor has sixth grade, services quality has seventh grade and technology has eight grade of importance accordingly.her, quality (technical, educational, content & information, services),
morteza karami; mojtaba tajri
Abstract
Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and ...
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Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and pretest-posttest control-group design. The statistical population consisted of students who attended the anger management courses held by the Counseling Center of the University of Mazandaran. There was significant differences between the two methods, namely constructive teaching and current, regarding their impacts on the attitude of the two groups towards learning environment and mode of education (F(46,7)=5.07, P=0.000, Wilks' Lambda=0.564), as well as the satisfaction of the two groups of the course (F(50,3)=16.40, P=0.000 Wilks' Lambda=0.504). The group receiving anger management training with constructive method had more positive attitude towards anger management and expressed higher satisfaction of the course. Moreover, other findings showed that the group trained using constructive method learned anger management better than the other group (F(51,1)=15.65, P=0.000). The results of the study showed that teaching in constructive environments was more effective in anger management due to its higher flexibility and ability to foster deeper learning. Therefore, it is recommended to apply this approach in developing life skills curricula
shahnaz kan'ani katamjaki
Abstract
The present research was done in order to study the degree of capability of secondary school students to use life skills in Guilan province. The subjects comprised 639 boys and girls students, who were selected randomly. The research brings up six questions and eight theories, so that to study variables ...
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The present research was done in order to study the degree of capability of secondary school students to use life skills in Guilan province. The subjects comprised 639 boys and girls students, who were selected randomly. The research brings up six questions and eight theories, so that to study variables such as degree of ability of life skills, gender, economic situations, father's education, study field, average, age, and areas of education. In order lo analysis the data, rhis research is used in several ways such as one way analysis of variance (ANO VA) testing and LSD test if there is meaningful differences, T test, Pearson correlation coefficient and chi square. in addition to descriptive statistic. The results showed that students have used about 59 percent of life skills in their life. It was showed that there is a meaning/iii difference between degrees of students' awareness component of life skills. There was also no meaningful difference between girls and boys in awareness of life skills, but between them in using of life skills the difference was meaningful, although boys are using these skills more than girls.
