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.
HOSEYN TORBATI NEJHAD
Abstract
Background: Evaluation is one of the important pillars of education and an integral part of it. The education process is organized and interconnected that all components are working to achieve a certain goal. Objectives: This paper aims to identify the evaluation process from the perspective of the academic ...
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Background: Evaluation is one of the important pillars of education and an integral part of it. The education process is organized and interconnected that all components are working to achieve a certain goal. Objectives: This paper aims to identify the evaluation process from the perspective of the academic achievement of students, parents and educators have been trying to answer this question: is there significant difference between the views of the students, parents and teachers to the evaluation? Method: This study used a descriptive survey research. Field data collection methods and instruments used to collect data was researcher made questionnaire. Results: The main results of this study can be significant differences between the views of students, parents and teachers at optimum performance and efficiency evaluation of curriculum, teaching-learning process, learners’ evaluation of the status of natural and real life, learners’ mental health and hygiene and adaptation of evaluation system of Iran with assessment and evaluate standard system.
bahman kord; mehdi mahdavi
Abstract
ackground: The Cognitive style is mainly peculiar to theoretical and academic descriptions with bipolar dimensions. These styles are composed of field dependent and field independent ones which are not constant but current. Objective: The present paper aims to clarify the relationship between the cognitive ...
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ackground: The Cognitive style is mainly peculiar to theoretical and academic descriptions with bipolar dimensions. These styles are composed of field dependent and field independent ones which are not constant but current. Objective: The present paper aims to clarify the relationship between the cognitive styles and students' performance in writing response and multiple-choice evaluations. Method: The research methodology is applied in its objective and descriptive in data collection. The target population of this study comprised all students of Mahabad Islamic Azad Universit in the academic year of 1387-88. Among them, 280 have been selected by faculty and sex through stratified random sampling. In connection with the cognitive style, EFT, the learning styles questionnaire has been used to collect the required data and for the students' performance measurement in multiple-choice and writing response evaluations the two parallel forms, quadruple response form and writing response form have been employed. Results: The results revealed that there is a positive and direct relationship between field independent cognitive style and the students’ performance in writing response evaluation, but there is no relationship between field dependent cognitive style and the students’ performance in multiple choice evaluations. Also, there is a significant difference between students from such fields as human, basic, agricultural, and technical sciences due to learning styles. Finally there was a positive relationship between the male and female students’ learning styles. Conclusion: Cognitive styles (field independency and field dependency) should be considered while assessing students' academic performance using multiple-choices and writing response tests
alirza jafari; ali delavar
Abstract
I-Research aim: Normalizing Goodenough's Draw A Person (DAP) intelligence test in Saveh city (Iran). 2-Research sample: the research sample comprised 590 (231 boys and 259 girls), aged 6-11, who were randomly selected using multiple stages method. S-Research method: descriptive- exploratory. 4-Research ...
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I-Research aim: Normalizing Goodenough's Draw A Person (DAP) intelligence test in Saveh city (Iran). 2-Research sample: the research sample comprised 590 (231 boys and 259 girls), aged 6-11, who were randomly selected using multiple stages method. S-Research method: descriptive- exploratory. 4-Research instrument: the DAP intelligence test. 5-Research plan: a psychometric plan aiming al normalizing the Goodenough's DAP intelligence test. ti-Results.for the normalized DAP intelligence test, the differentiated validity was (1141) and the reliability (/782). In addition, there was a meaningful difference between boys and girls' performance on the DAP
