mahmood najafi; golamreza dehshiri
Abstract
Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered ...
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Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered the Loneliness Fillings Scale and Kooper Smith’s self-esteem Questionnaire. Results: The results showed that self-esteem and loneliness were significant predictors on academic achievement. Also, there was negative significant correlation between self esteem and loneliness. Other results showed that the mean scores of self esteem and affective symptoms of loneliness of girls were significantly higher than the boys’ mean scores. Conclusion: in sum, the results represented the importance and the role of need to self-esteem as a potential variable for helping to students in order to cope with their affective-social loneliness experiences and academic achievement.
anahita faraji; saeid aryapuran; Ali Abdi
Abstract
The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived ...
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The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived social support and test anxiety questionnaire. Results indicated that there is meaningful correlation between emotion-centered coping (r=0.514), problem-centered coping (r=-0.418) and social support(r=-0.334) with test anxiety. Results of discriminate analysis showed that emotion-centered coping, problem- centered coping and social support from family were meaningfully discriminated students with high and low test anxiety (p<0.05). But social support from friends and significant other didn’t discriminate students with high and low test anxiety.
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.
E. Rahimian Boogar (Ph.D); M. Najafi (Ph.D); K. Khushabi; F. Heidari (M.A); M. Heidari (M.A)
Volume 4, Issue 13 , October 2008, , Pages 136-159
Abstract
The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were ...
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The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were analyzed through frequency and chi square test.This analysis indicated that %12/9 of students in guidance school and secondary schools in shahreza town have moderate and severe depression. also, %10 boy students in urban guidance school, %7/5 boy students in rural guidance school, %15/9 girl students in urban guidance school, %15 girl students in rural guidance school, %5/8 boy students in urban secondary school, %8/3 boy students in rural secondary school, %13/3 girl students in urban secondary school, and %26/7 girl students in rural secondary school were depressed. Moreover, the difference between prevalence of depression in boy and girl students was statistically significant and depression in girls was more (P<0/001). On the other hand, the difference between prevalence of depression disorder in urban and rural students (P=0/390) and in guidance and secondary school students (P=0/171) was not statistically significant.Depression prevalence in terms of gender is different, but life status (urban or rural) and academic level is not important in prevalence of depression. This result has implications for educational settings.
Bahramali Ghanbari Hashemabadi (PhD); Mehri Shahabi (MA)
Volume 4, Issue 12 , July 2008, , Pages 1-21
Abstract
The present research was designed to examine the role of training of critical thinking in improving problem solving and self-esteem in high school girls’ students and to give suggestions to psychotherapists, counselors, schedulers and educational experts for training and enhancing students’ ...
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The present research was designed to examine the role of training of critical thinking in improving problem solving and self-esteem in high school girls’ students and to give suggestions to psychotherapists, counselors, schedulers and educational experts for training and enhancing students’ critical thinking. The method of research is empirical and its statistical society comprised girls who were educating at a high school in Kalaleh town in academic year of 1385-86 (N=1000). We selected 22 students who scored low grades in critical thinking, problem solving and self-esteem tests randomly and devised them into two groups (experimental and control ones). We trained the critical thinking to the experimental group in 10 sessions. Then, the both groups examined by post-test. The data of pretest and post test analyzed using t-test. The finding of the present study revealed that the individual of experimental group who participated in training of critical thinking, obtained higher scores in problem solving skills and self-esteem, and also demonstrated better adjustment to others. In general, from the finding of this study it might be concluded that critical thinking may play a fundamental role in problem solving skills and self-esteem. At the end, researchers have presented practical suggestions and strategies.
Hassan Asadzadeh (PhD); Sara Mamoodi Rad (MA); Noorali Faroukhi (PhD
Volume 4, Issue 12 , July 2008, , Pages 22-39
Abstract
The purpose of this research was to compare the effectiveness of schema theory-based teaching and traditional teaching of English language in high school students. Statistical society comprised all the girls’ students in first grade of district 5 Education, in Tehran city. In order to choose the ...
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The purpose of this research was to compare the effectiveness of schema theory-based teaching and traditional teaching of English language in high school students. Statistical society comprised all the girls’ students in first grade of district 5 Education, in Tehran city. In order to choose the statistical sample, one high school was randomly selected from nineteen schools in that district which contained two classes whit 76 students. Considering that this was an experimental research, asked the students to take a pretest from second lesson of the English book at the beginning. Statistical analyses do not show a significant difference between the results of two classes. Therefore, one class was randomly selected as experimental group and the other one as control group. Then, a lesson was taught to the experimental group based on the schema theory and to the control group in traditional method. An equivalent test was held from both groups and results were analyzed using t test. Results revealed that there is a significant difference between the mean of the posttests in experimental and control groups (a=0.05). Students who were taught based on schema theory in comparison whit that taught based on traditional method, gained higher scores in the posttest. These results could have some implications in effective teaching and learning which will be discussed in this article.
mosayeb yaar mohammadi vasel; nour ali farokhi
Abstract
The purpose of this study was to identify factors affecting high school students' academicfailure in English Languagefrom students. teachers and headteachers' point of view Using classical sampling, 116 high school students and 54 teachers and headteachers were randomly selected. The research instrument ...
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The purpose of this study was to identify factors affecting high school students' academicfailure in English Languagefrom students. teachers and headteachers' point of view Using classical sampling, 116 high school students and 54 teachers and headteachers were randomly selected. The research instrument were self-concept scale and a questionnaire made by researches in order to identify factors affecting students' academicfailure. The collected data were analvzed statistically by using x2. The results revealed some important factors which could affect students' academicfailure in English language.
