روانشناسی یادگیری
Saeed Jafari; Kazem Barzegar Bafrooei
Abstract
Current research has investigated the mediating role of self-regulation in learning and the relationship between the need for cognition and decisional procrastination using a cognitive-motivational approach. The current research method used descriptive correlation and structural equation modeling. The ...
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Current research has investigated the mediating role of self-regulation in learning and the relationship between the need for cognition and decisional procrastination using a cognitive-motivational approach. The current research method used descriptive correlation and structural equation modeling. The statistical population of the research (11200 people) included all the male students studying in the second theoretical secondary course of areas 1 and 2 of Yazd city in the academic year 2023-2024. 377 students who were selected by multi-stage cluster random sampling method completed questionnaires that measured the levels of need for cognition (Cacioppo et al., 1996), self-regulation in learning (Weinstein & Palmer, 2002), and decisional procrastination (Mann et al., 1997). The reliability coefficient and validity indices of all tools were reported as favorable. According to the findings of the final structural model, although the direct effect of the need for cognition on decisional procrastination was not significant; the need for cognition, about self-regulation in information processing, motivation, and time management as well as the triple components of self-regulation in learning had a significant direct effect on decisional procrastination. Also, self-regulation in learning played a mediating role in the relationship between the need for cognition, and decisional procrastination. In general, the findings of the present study were consistent with the theoretical model of decisional conflict, and by providing signs of the importance and essential role of cognitive motivation and self-regulation strategies, in understanding how students face decisional conflicts in academic situations, they provided a theoretical and empirical basis for conflicting decisional styles.
Hamideh Jahangard; Reza Ghorban Jahromi; Faribourz Dortaj; Aboutaleb seadatee Shamir
Abstract
The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 ...
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The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.
روانشناسی یادگیری
Abolghasem Yaghoobi; Hossein Naderipour; mosaieb yarmohamadi vasel; Hossein Mohagheghi
Abstract
Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, ...
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Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, Need for Cognition and Psychological Capital in the students. Research method was descriptive-correlational. Statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2016-2017. Students 375 were selected by multiple cluster sampling method using Krejcie and Morgan table. The instruments for data gathering included, Mindful attention awareness scale (Brown & Ryan), Need for Cognition scale (Cacioppo, Petty & Kao), Ryff Psychological Well-being scale and Luthans Psychological Capital questionnaires. The data was analyzed with Pearson correlation and multivariate regression using. Results showed that Psychological Well-being had a significant positive correlation with Psychological Capital(R=0.730؛ P<0.001), Need for Cognition(R=0.505؛ P<0.001) and Mindfulness(R=0.382؛ P<0.001). Meanwhile Mindfulness, Psychological Capital and Need for Cognition predict 56% of Psychological Well-being variance. Given that Mindfulness, Need for Cognition and Psychological Capital variables were significant predictors of Psychological Well-being in students, creating and fortifying such capacities can promot Psychological Well-being of students.
