javad Einipour; Ashab Habibzadeh; soghra ebrahimi qavam
Abstract
The atmosphere and environment in which the training takes place affects the motivation and learning of the individual with different qualities. Environmental-social factors are as the spirit of the universities. The aim of this study was to develop a model of the impact of environmental and social factors ...
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The atmosphere and environment in which the training takes place affects the motivation and learning of the individual with different qualities. Environmental-social factors are as the spirit of the universities. The aim of this study was to develop a model of the impact of environmental and social factors on the cycle of academic motivation- lifelong learning of police students. This research is of quantitative-qualitative type. The statistical population of this study, in the quantitative part, were all students of Amin police University in associate and bachelor degrees, which were 733 people, 219 of whom were selected by stratified sampling method, and in the qualitative part included professors and elites. A focus group of 10 of them was purposefully formed as a sample. Researcher-made tool of environmental-social factors affecting academic motivation and learning, Harter standard motivation questionnaire (1981) and lifelong learning questionnaire of Wetzel et al. (2010) were used in quantitative part and semi-structured interview form in qualitative part. Analysis of quantitative data showed that the variables of family relationship with university, reduction of extra programs positively and civilian relations negatively were the most important variables predicting academic motivation. Also, the variables of civil relations and feedback mechanisms, lack of stress and space were all positively the most important predictors of learning in students of Amin police University. According to the results of the focus group, while the academic motivation of police students is more influenced by military discipline, lifelong learning is influenced by the feedback mechanism
Zahra Mahdavi; Irandokht Fayyaz
Volume 10, Issue 32 , July 2014, , Pages 115-137
Abstract
Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification ...
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Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification of which on the one hand and resolution of the hindrances on the other hand could lead to more effectiveness of such courses. This study therefore has two purposes: first, identifying the foregoing factors, and then, presenting a structural model of these effective factors. To this end, it is assumed that two general groups of factors, namely personal factors including sex, age, service longevity, educational background, and social factors including lesson plan, teaching in practice, teaching assessment and interpersonal relationships influence effectiveness. The necessary data were gathered from ١٨٠ teachers in the city of Badrood, province of Esfahan, who were selected using simple random sampling method. The confirmatory factor analysis technique was adopted for the purpose of testing the fit level of the model, and some hypotheses were formulated for testing the model. Research findings suggest that none of the foregoing personal factors has influenced course effectiveness whereas all social factors have had a positive impact on effectiveness.
