روانشناسی یادگیری
mohadese bakhshipoor; Siavash Talepasand
Abstract
The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all ...
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The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). Voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (1985), Schering's emotional intelligence (1999), Guardia et al.'s (2000) autonomy, and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of need to autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of need to autonomy. As need to autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.
روانشناسی یادگیری
ٍEnayatollah Zamanpour
Abstract
After the Covid-19 pandemic, university classrooms were closed for a while, but immediately with the immediate decision of university officials, the will was decided to hold classes virtually and electronically; This demand was somehow imposed on the students without examining whether the students had ...
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After the Covid-19 pandemic, university classrooms were closed for a while, but immediately with the immediate decision of university officials, the will was decided to hold classes virtually and electronically; This demand was somehow imposed on the students without examining whether the students had the necessary support in this way or not. The purpose of this study is to demonstrate the readiness of students to learn in the electronic context and the effect of these factors on academic achievement. In the present study, several factors have been studied to explain students' academic achievement in the future, some of which are related to the personality traits of the learner (student), including conscientiousness, self-regulation, academic resilience, and some to their attitudes, including attitudes toward digital technologies. And attitudes towards e-learning systems. After electronicizing the research tool electronically, it was given to the students of the inferential statistics course of the undergraduate course after the end of teaching. In order to analyze the multiple relationships between variables, the structural equation model has been used using the partial least squares and the most important results can be the lack of conscientiousness effect and the direct significance of resilience and self-regulation on academic achievement. Following the results of this research, suggestions have been made for e-learners of universities and officials.
