faezeh pourghorban gourabi; Narges Babakhani; Farah Lotfi kashani
Abstract
The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male ...
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The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male students who were studying in Pishva city (Tehran province) in the 97-96 academic year and were screened through child behavior checklist (CBCL). Students with a T-score greater than 63 were randomly assigned to two groups of 15 experimental and control. The experimental group underwent social problem solving skill training interventions for 12 sessions of 50 minutes. After 3 months a follow-up test was performed. To collect data, child behavior checklist, teacher’s report form (TRF) and academic performance test was used. Significance of group differences according to pre-test, post-test and follow-up scores was evaluated by mixed analysis of variance test with repeated measures at a significance level of 0.05. The results of data analysis showed that there is a significant difference between the experimental and control groups in the mean of internalizing and externalizing emotional and behavioral problems and academic performance. The effect of time was also significant and pairwise comparison showed a significant difference between the scores of individuals in the three variables of internalizing and externalizing problems and academic performance in the pre-test and post-test stages, but the difference in scores in the post-test and follow-up stages was not significant. so, teaching social problem solving skill effected on academic performance and emotional and behavioral problems.
toohid ashrafzade; ali issazadegan; farzane michaeeli manee
Abstract
This study examined the model causal relationship between epistemological beliefs and study skills on academic performance with the mediating role of academic self-efficacy. This study is descriptive (non-experimental) and study design is correlational plans type of the structural equations. Statistical ...
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This study examined the model causal relationship between epistemological beliefs and study skills on academic performance with the mediating role of academic self-efficacy. This study is descriptive (non-experimental) and study design is correlational plans type of the structural equations. Statistical population of the study formed all of secondary school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as study sample. To collecting data was used of Patrick, Hicks and Ryan’s the academic self-efficacy scale (1997), Schommer’s epistemo logical beliefs scale (1991), Congos’s study skills scale (2009) and to measure academic performance of students was used of average scores of students in the first academic semester 2015-2016. in this study structural equation modeling was used to assess. the results of this study revealed that study skills and academic self-efficacy directly affect the academic performance of students. So the results of this study revealed that study skills and epistemological beliefs indirectly and through academic self-efficacy affect the academic performance of students. in this study the direct affect of epistemological beliefs on the academic performance of students was not proved. these findings of study support the mediating role of academic self-efficacy in the model causal relationship between epistemological beliefs and study skills on academic performance.
روانشناسی یادگیری
Javad Amani Saribaglou; Shahram Vahedi; Eskandar Fathi azar; Leyla Abidi
Abstract
The reversed Jigsaw, one of the cooperative learning techniques, is based on group dynamics and social interactions. The aim of current study was to investigate the effect of reversed jigsaw method on university students' academic performance and statistics anxiety in statistics course. Research design ...
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The reversed Jigsaw, one of the cooperative learning techniques, is based on group dynamics and social interactions. The aim of current study was to investigate the effect of reversed jigsaw method on university students' academic performance and statistics anxiety in statistics course. Research design was quasi experimental with pre and posttest and control group. Research participants were 43 under graduate university students. In one class students have been instructed using reversed Jigsaw method (n=20) and the students of other class have been instructed using instructional teacher-centered teaching method (n=23). The data was collected through statistics anxiety Scale (Rekabdar & Soleimani, 2008) and academic performance test. One way univariate and multivariate analysis of covariance was used for data analysis. The statistical analyses revealed that there were significant differences between the experimental and control groups in terms of their academic performance and statistics anxiety (p<0.001). The results of mean comparisons indicated that, the mean of experimental group is significantly higher than control group. Also in statistics anxiety the mean of experimental group is significantly lower than control group. In general research finding indicated that, reversed jigsaw method has positive effect on students' academic outcomes such as anxiety and performance. In the other words, by using this method, students' academic performance will increase and their statistics anxiety will decrease.
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.
Mahtab Pouratashi; asghar zamani
Abstract
The aim of this study was to assess thinking styles and goal orientation of students and their relationship with academic performance. This article is descriptive-correlational research and data gathered using questionnaire. Statistical population of the study comprised students studying at Agricultural ...
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The aim of this study was to assess thinking styles and goal orientation of students and their relationship with academic performance. This article is descriptive-correlational research and data gathered using questionnaire. Statistical population of the study comprised students studying at Agricultural Colleges of Universities of Tehran, Yasoohj, Ilam, Shahid Bahonar Kerman, and Razi Kermanshah, which a sample of 247 students was randomly selected. Data were analyzed using descriptive and inferential statistics, conducting SPSS. Thinking styles grouped in five dimensions including function, form, level, scope, and leaning and goal orientation in two dimensions. The findings revealed that there were differences between male and female students on some aspects of thinking styles and goal orientations. The findings revealed that among thinking styles, global and executive and among goal orientation, performance-oriented had the most positive effects on academic performance.
Alimohamad Rezayi; Faezeh Jahan; Masomeh Rahimi
Abstract
The aim of this study is to investigate the role of achievement motivation and goal orientation in the academic performance of students. In this study, 246 university students of Islamic Azad University of Abdanan selected through stratified random sampling and responded to Achievement Motivation Questionnaire ...
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The aim of this study is to investigate the role of achievement motivation and goal orientation in the academic performance of students. In this study, 246 university students of Islamic Azad University of Abdanan selected through stratified random sampling and responded to Achievement Motivation Questionnaire (AMQ) and Elliot and McGregor development goals questionnaire. Data were analyzed using multiple regression and Pearson Correlation. The results showed that between the components of achievement motivation, hardworking and between the component elements of achievement goals, Mastery Approach have a significant effect on academic performance and can explain%21 of the total variance of academic performance. The application of these findings is that in order to save resources and time saving, between the eight components only planning to strengthen and upgrade two components is required, hardworking and Mastery Approach improve academic performance and providing programs to improve efficiency in other components is not required.
Akbar Rezaei
Abstract
The purpose of the present study was to investigate the relationship between personality characteristics, learning approaches and students’ academic performance. For this, 371 students of human sciences (259 females and 112 males) from Payam-e-Noor University– Tabriz branch were randomly ...
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The purpose of the present study was to investigate the relationship between personality characteristics, learning approaches and students’ academic performance. For this, 371 students of human sciences (259 females and 112 males) from Payam-e-Noor University– Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. Big Five Inventory, Approaches and Study Skills Inventory were completed by these students and total average of students was considered as their academic performance index. The Pearson’s Correlation Test, hierarchical multiple regression analysis and path analysis were used to analyze the collected data. The Results showed that there is a positive and meaningful correlation between conscientiousness personality characteristics, strategic learning approach and students’ academic performance, but the relationship between surface learning approaches and students’ academic performance were negative and meaningful. The Results of hierarchical multiple regression analysis showed that the direct effect of conscientiousness on academic performance disappeared when introducing the strategic approaches in the second step. There were two significant predictors of academic performance in this analysis: strategic approach (with positive Beta value) and surface approach (with negative Beta value). The result of path analysis showed that indirect effect of conscientiousness personality characteristics on academic performance were mediated by the strategic approach.
Esmaeil Sadipour; Fatemeh Geramy
Volume 10, Issue 34 , January 2015, , Pages 175-206
Abstract
Everything in the world has a slow motion. Taking a look around, we find that life, in the form of periodic activity is orderly fashion. The purpose of this paper was to examine the relationship between circadian rhythms of the students and their academic performance.The research methods were correlation. ...
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Everything in the world has a slow motion. Taking a look around, we find that life, in the form of periodic activity is orderly fashion. The purpose of this paper was to examine the relationship between circadian rhythms of the students and their academic performance.The research methods were correlation. The study population was formed of sixth grade school female students of Tehran 12th region using stratified random sampling method was adopted 70 persons.To assess the circadian rhythm of students of morning and evening time, Horne and ostberg questionnaire (1976) was used. Student’s academic performance was measured through toulouse pieron attention test, math test, a test of visual memory (visual) and verbal memory test (oral). To compare the circadian rhythms of students (morning and evening time) T-test is used and to compare the relationship between circadian rhythm and shifts in student’s assessment analysis of variance (ANOVA) was used. The results showed that there is a relationship between the type of circadian cycle and academic performance including verbal memory, mathematical performance and accuracy. But there was no significant(meaningful) relationship with visual memory. Also, there was a significant difference between the academic performance of students in the morning and evening time. Therefore, in order to optimize the processes of learning and teaching and useful planning, it is necessary directors and training officers be informed of high and low efficiency hours of students.
Niloofar Mika’il; Sa'id Rajabi; Moslem Abbasi; Khadijeh Zamanlou
Volume 10, Issue 32 , July 2014, , Pages 31-53
Abstract
The present research aims to study the relationship between regulating positive and negative emotions and the academic performance and burnout among university students. This was a descriptivecorrelational research. ...
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The present research aims to study the relationship between regulating positive and negative emotions and the academic performance and burnout among university students. This was a descriptivecorrelational research. Using cluster random sampling method, ٤٠٠subjects (including ٢٠٠ males and ٢٠٠ females) were selected from among undergraduate students at the University of Mohaghegh Ardabili during the academic year ٢٠١١-٢٠١٢. The data was collected using the Academic Burnout Scale and the Emotion Regulation Questionnaire. The participants’ academic average grade was used to measure their academic performance. The Pierson's Correlation Coefficient and MANOVA were used to analyze the data. Pierson's Correlation Coefficient showed a significant correlation between regulation of positive and negative emotions and students’ performance and academic burnout. Moreover, the analysis of variance results showed that there was a significant difference between the two groups in terms of regulation of positive emotions and academic burnout. Regulation of positive emotions was stronger among female students, and consequently, their academic burnout was less than that of male students. However, no significant correlation was found between the two groups regarding negative emotions and academic performance.
Ahmad Abedi; Azindokht Me'marian; Mojgan Shoushtari; Fereshteh Golshani Monazzah
Volume 10, Issue 32 , July 2014, , Pages 79-93
Abstract
The present research aims to study the effectiveness of Martin’sCognitive-Behavioral Multidimensional Interventions on the extent of academic achievement and engagement of high school female students in Isfahan city. Using multistage cluster sampling ...
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The present research aims to study the effectiveness of Martin’sCognitive-Behavioral Multidimensional Interventions on the extent of academic achievement and engagement of high school female students in Isfahan city. Using multistage cluster sampling method, ٥٠ subjects were selected from among all high school ٢nd-grade female students in the educational year ٢٠٠٩-٢٠١٠ in Isfahan city. The sample population randomly assigned into two groups: an experimental group and a control group, each consisting of ٢٥ students. The experimental group received Martin’s Cognitive-Behavioral Multidimensional Interventions Program (٢٠٠٨). The research instrument was the Academic Engagement Survey by Archambault et al (٢٠٠٩). The data was analyzed using multivariate covariance (ANCOVA). The results indicated that Martin’s Cognitive-Behavioral MultidimensionalInterventions had a significant effect on the students’ academicengagement (including cognitive, motivational, and behavioral engagements) as well as their academic performance (p≤٠.٠٠١). Martin’s Cognitive-Behavioral Multidimensional Interventions can be used as a method to increase the students’ academic (cognitive, motivational and behavioral) engagement and academic performance
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.
Akbar Rezaei (PhD)
Volume 6, Issue 18 , October 2010, , Pages 1-20
Abstract
Abstract
he purpose of the present research was to investigate the relationship between students' learning modes and styles with age and academic performance. 439 (299 female and 140 male) students of humanities and basic sciences in Tabriz Payame Noor University were randomly selected using multi-stage ...
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Abstract
he purpose of the present research was to investigate the relationship between students' learning modes and styles with age and academic performance. 439 (299 female and 140 male) students of humanities and basic sciences in Tabriz Payame Noor University were randomly selected using multi-stage cluster sampling. Honey and Mumford's learning styles questionnaire and Kolb’s learning styles inventory were used to evaluate students’ learning modes and styles. The gathered data were analyzed and the results showed that: (1) among Kolb's learning styles, only abstract conceptualization has a positive and meaningful correlation with students' academic performance. (2) none of Honey and Mumford's learning styles had meaningful relation with students’ academic performance. (3) negative and meaningful correlation was observed between activist learning styles and reflector and theorist ones. (4) there is a positive and meaningful correlation between age and theorist and pragmatist learning styles and negative and meaningful correlation between it and activist learning style. (5) age has a positive and meaningful correlation with abstract conceptualization and active experimentation, as well as academic performance. (6) concrete experience has a positive and meaningful relationship with activist learning style, whereas it has negative and meaningful relation with reflector, theorist and pragmatist learning styles. These results will be discussed in more details in this paper.
Ali Abdi (MA); Saeed (MA) Ariapooran,
Volume 4, Issue 12 , July 2008, , Pages 144-163
Abstract
The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling ...
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The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling were selected and completed the received stress (Kohen et al, 1983) and coping style scales (Moss, 1993). The subjects’ academic average was also used as their academic performance index. Results of Pierson correlation indicated that in women and men students there was a negative correlation between positive perceived stress and logical analysis, seeking guidance and support, positive reappraisal, and problem-solving copings and was negative correlation between negative perceived stress and these copings. The results of multiple regressions indicated that in women and men, the most powerful variables to predict academic performance was positive received stress. Also, the powerful copings to predict academic performance in women were acceptance or resignation, seeking guidance and support, seeking alternative rewards and logical analysis copings and in men this copings were problem solving, logical analysis, positive reappraisal and emotional discharge copings.
