Ezatolah Ghadampour; Leila Mansouri
Abstract
The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic ...
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The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic Azad university, Izeh branch; during the academic year of 2015-16. This was correlational and comparative study. The research sample consisted of 274 students (130 male and 144 female), who were selected by stratified random sampling method. Religious Attitude Questionnaire (Golriz & Braheni, 1975), Self-efficacy Scale (Sherer & etal, 1982), Academic adjustment Questionnaire (baker & siryk, 1986) have been used for data collection. also student's average scores were used to measure academic achievement. The data was analyzed by ANOVA, Pearson correlation coefficient and stepwise multiple regression analysis. The result showed that there was significant difference between two groups of students in terms of academic self-efficacy and academic adjustment but there was no significant difference in their religious attitudes. The result of pearson correlation analysis indicated that there was no significant relationship between religious attitudes and academic achievement but there was significant relationship between self-efficacy, academic adjustment and academic achievement. stepwise regression analysis results also suggested that self efficacy and academic adjustment in female students and academic adjustment in male students are the most powerful predictors of academic achievement.
Masoomeh Estaji; Jalil Fathi; Arefe Amini Faskhodi
Abstract
Given the theoretical and practical shift of orientation, mostly in mainstream education, towards acknowledging the teachers as the key elements of any pedagogical program, a growing research base has increasingly substantiated that teachers are among the most significant players affecting student achievement ...
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Given the theoretical and practical shift of orientation, mostly in mainstream education, towards acknowledging the teachers as the key elements of any pedagogical program, a growing research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in the world of classroom. As a result, teacher-related variables have enjoyed much popularity over the recent decades in both mainstream education and English Language Teaching (ELT). As an attempt to shed more light on teacher-related variables in EFL context, this study examined the role of collective teacher efficacy and self-efficacy as predictors of job satisfaction among Iranian EFL teachers. In so doing, a sample of 179 Iranian English as a Foreign Language (EFL) teachers were selected using convenience sampling to complete three surveys measuring these constructs. The findings revealed that collective teacher efficacy accounted for 16.8 % of the variance in job satisfaction, and teacher self-efficacy accounted for 24 % of the variance. Although each of them had a unique impact on teacher job satisfaction, teacher self-efficacy outweighs collective teacher efficacy as a predictor of teacher job satisfaction. Finally, the theoretical and pedagogical implications were discussed.
روانشناسی یادگیری
Massoud Hosseinchari; Fattane Ghezehbigloo; Bahram Jowkar
Abstract
This study investigated the antecedents and outcomes of goal orientation in a causal model in which student-teacher interaction and self-efficacy were considered as endogenous variables, goal orientation as the mediating variable and academic buoyancy as the exogenous variable. Participants were 516 ...
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This study investigated the antecedents and outcomes of goal orientation in a causal model in which student-teacher interaction and self-efficacy were considered as endogenous variables, goal orientation as the mediating variable and academic buoyancy as the exogenous variable. Participants were 516 high school students (291 boys and 225 girls) in Kazeroun who completed Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Goal Orientation Scale (Elliot & Mcgregor, 2001), Teacher-Students Interaction Questionnaire (Wubbles, Creton, Levy & Hooymayer, 1993), and Self-efficacy Scale (Moris, 2001). Descriptive statistical methods and path analysis were used to test the model. Results revealed that emotional and social self-efficacy dimensions of self-efficacy predicted academic buoyancy both directly and indirectly, through mastery approach goal orientation. However, academic self-efficacy only predicted academic buoyancy through mastery approach goal orientation. None of the teacher-student interaction dimensions predicted academic buoyancy directly. Mastery-avoidance goal orientation mediated the relationship between control and orientation dimensions of teacher-student interaction and academic buoyancy. After all, the research findings contributed theoretical knowledge, academic buoyancy and provide some for implications promoting students’ academic buoyancy skill more implications and justificationson of the results discussed in the final chapter.
روانشناسی یادگیری
Saeid Mazbouhi; Aboutaleb seadatee Shamir
Abstract
Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by ...
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Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by randomly selected and tested on a voluntary basis and were analyzed. Responsibility taking questionnaire (Gaff), Self-efficacy, King's spiritual intelligence questionnaire (SISIR) were applied as a research instrument. in this regard correlation and step by step regression analysis was employed. The correlation between efficiency and overall score. Findings reveals that increasing self-efficacy score significantly change the responsibility, because this correlation is negative, an increase in self-efficacy score leads to a reduction in responsibility. and an increase in spiritual intelligence score and its subscales The stress has been associated with a decrease in self-efficacy and the components of transcendental consciousness and expanded consciousness mode (the component of spiritual intelligence) were able to predict stress in staff and self-efficacy and transcendental consciousness (of spiritual intelligence components) can to predict responsibility.
روانشناسی یادگیری
esmaeil soleimani; hengame moharam zade
Abstract
The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad ...
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The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad city schools during 2015-2016 academic year. By using random multi-step cluster randomization, 32 students were selected and randomly assigned to the experimental group (16 individuals) and control group (16 individuals). Revised scale Olwis bullying, students adjustment questionnaire and self-efficacy scale was used to collect the data. The experimental group had received 8 session of social problem Solving Training and during these meetings, no teaching was given to the control group. The data were analyzed by multivariate covariance. The results of multivariate analysis of covariance showed that there is a significant difference among bullying students in the experimental and control group in adjustment (academic, social and emotional) and self-efficacy (academic, social and emotional). In other words, is different average components adjustment and self-efficacy experimental group after learning social problem solving training. These results indicate that social problem solving training can modify the adjustment and self-efficacy in bully students.
روانشناسی یادگیری
Abstract
Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. ...
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Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. Using random method a sample that consists of 250 persons was selected. In order to collect data, Thinking style function and Self-efficacy questionnaires and students' readiness to participate in e-learning scale were used. For analyzing data, descriptive (Mean, standard deviation) and inferential (independent t, correlation and regression) statistics were used. results of Regression testing showed that there is significant relation between thinking styles and Self-efficacy with students' readiness to participate in e-learning courses and students' readiness to participate in e-learning courses can be Predicted Through thinking styles and Self-efficacy. Results of T test showed that there is no significant difference between male and female and Graduate Students with Undergraduate Students In terms of readiness to participate in e-learning courses. Thinking style and Self-efficacy are Effective in students' readiness to participate in e-learning courses.
Mansour Salmani; Ahmad Khamesan; Mohammad Reza Asadi Younesi
Abstract
The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between ...
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The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.
Ali Delavar; Zahra Shabani; yousef karimi; fariborz dortaj
Abstract
This research aimed at explaining the effects of psycho-social factors on the altruism of charity school- builders. Research method was correlational, and the sampling method was multi-stage cluster sampling. According to the numbers of variables and Kerjesi-Morgan Table, the sample size was determined ...
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This research aimed at explaining the effects of psycho-social factors on the altruism of charity school- builders. Research method was correlational, and the sampling method was multi-stage cluster sampling. According to the numbers of variables and Kerjesi-Morgan Table, the sample size was determined as 370 people. The following instruments were used to collect data: Personality tests ( Neo) , Optimism, Schwartz' General Self- efficacy, Hermance 's Achievement Motivation, material values, metaphysics, moral autonomy and moral sentiments. Data were analyzed by Pearson correlational matrix and the multivariate regression was analyzed based on a simultaneous model. The research findings showed that there is a significant relationship between various dimensions of personality and the donors' altruism. The characteristics of self-efficacy, optimism and achievement motivation have also a significant relationship with the donors' altruism. Meanwhile, social factors or moral autonomy, material values, moral sentiments as well as metaphysic values have a significant relationship with the donors' altruism. According to the calculation of slope coefficient, psychological factors consisted of extroversion, agreement; life orientation and self-efficacy have clarified the donors' altruism. Social factors such as material values, metaphysics and moral sentiments have influenced the donors' altruism.
Mehri Akhlaqi; Siavosh Talepasand
Volume 11, Issue 36 , July 2015, , Pages 111-129
Abstract
The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic ...
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The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.
hosein bigdeli; somayeh alimadadi
Abstract
The main aim of the study was to analyze the relationship between self- efficacy and attributional styles among students. To achieve this goal, 363 students (205 female and 158 male) were selected using cluster random sampling. The students were studying at the humanities and technical- engineering faculties ...
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The main aim of the study was to analyze the relationship between self- efficacy and attributional styles among students. To achieve this goal, 363 students (205 female and 158 male) were selected using cluster random sampling. The students were studying at the humanities and technical- engineering faculties of the Islamic Azad University-East Tehran Branch in the academic year 2011-2012. The questionnaires used in the study were Attributional Style Questionnaire (ASQ, 1981), General Self- Efficacy Scale (Sherer et al, 1982), and Demographic Information Questionnaire. Pearson correlation showed that internal, persistent and general attributional styles were related to self-efficacy in positive events. The results of t test in independent groups indicated that self-efficacy was significantly different between the humanities students and engineering students. Indeed, the students of humanities had higher self-efficacy compared to the engineering students. Finally, the analysis of variance suggested that persistent and general attributional styles in negative events were significantly different between the humanities students and the engineering students. Generally, students try to identify themselves as agents of positive positions. Therefore, they will have internal, persistent and general attribution styles in the time of success. The internality of attributional styles in positive events can supply sufficient knowledge of different factors and help students in being more successful and reducing harmful factors. Moreover, it will help them understand that they can repeat success. Thus, their self-confidence and efficacy will increase. Finally, educational authorities and counselors are recommended to help students use appropriate attributions in the time of failure and success, and improve their self-efficacy
Nahid Mohammadi Darvish Baqal; Hamidreza Hatami; Hassan Asadzadeh; Hassan Ahadi
Volume 9, Issue 27 , April 2013, , Pages 50-64
Abstract
The present study aims to promote the students’ motivational beliefs with an emphasis on the role of self-regulation strategies. The type of research was quasi-experimental. 56 subjects were selected from among the female first-grade high school students in Islamshahr and were randomly assigned ...
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The present study aims to promote the students’ motivational beliefs with an emphasis on the role of self-regulation strategies. The type of research was quasi-experimental. 56 subjects were selected from among the female first-grade high school students in Islamshahr and were randomly assigned to experimental and control groups. Both groups completed questionnaires of self-efficiency, test anxiety, and educational motivation. Then, the experimental group was given ten sessions of teaching self-regulation strategies, but the control group was not. At the end, post-tests were administrated to both groups. The results showed that teaching self-regulation strategies led to increase in internal motivation and self-efficacy as well as decrease in test anxiety.
Karim Sevari; Abdolkazem Neisi
Volume 8, Issue 26 , January 2013, , Pages 70-83
Abstract
Research indicates that homework generally has positive effects on students’ academic outcomes. Homework is a teacher-initiated method for directing students to study more effectively on their own in their out-of-school time. Not only does homework serve to convey academic knowledge to students, ...
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Research indicates that homework generally has positive effects on students’ academic outcomes. Homework is a teacher-initiated method for directing students to study more effectively on their own in their out-of-school time. Not only does homework serve to convey academic knowledge to students, but it may also prompt them to engage in self-initiated and self-directed studying. The purpose of this descriptive-correlational study was to investigate the relationship between academic self-regulation, self-efficacy, and homework among students of high schools of Ahvaz. The sample consisted of 150 students who were selected by multi-stage sampling method from both sexes. All the students responded to academic self-regulation, self-efficacy, and academic homework questionnaires. Data were analyzed using Pearson correlation and multi regression method. The results indicated that there was a significant and positive relationship between academic self-regulation, self-efficacy, and homework. Stepwise regression analysis showed that academic self-regulation could best be predicted through academic homework and vise versa.
abas abolghasemi; parvin baigi
Abstract
Background: Test anxiety involves the unpleasant experience of worry and emotionality in situations where the person feels he or she is being evaluated. Objective: The aim of the present research was to compare the efficacy of trainings of cognitive-behavior and emotion regulation skills on self- efficacy ...
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Background: Test anxiety involves the unpleasant experience of worry and emotionality in situations where the person feels he or she is being evaluated. Objective: The aim of the present research was to compare the efficacy of trainings of cognitive-behavior and emotion regulation skills on self- efficacy and academic adjustment of students with test anxiety. Method: This study was an experimental research with pre-test and post- test and control group. The sample of consisted of 60 girls with test anxiety randomly selected from the subjects who were diagnosed as with test anxiety. Subjects were assigned randomly to two experimental groups and one control group. Two techniques were used for training: cognitive- behavior training and emotion regulation skills training. The instruments employed in this research were Clinical interview, Test Anxiety Inventory, Self-efficacy Scale and California test personality. Results: The results showed that two methods training cognitive-behavior and emotion regulation training were significantly effective in reducing test anxiety and increasing self-efficacy and academic adjustment. Conclusion: The important implication is about training of cognitive- behavior strategies and skills coping with emotions in prevention of test anxiety and improvement psychology health of student.
Tayebeh Dehghani FiroozAbadi (MA; Sayedeh Khadijeh Aryan(PhD)
Volume 5, Issue 15 , January 2010, , Pages 125-148
Abstract
The purpose of this study is to investigate the effectiveness of positive self-talk training on increasing the women’s general self-efficacy beliefs. In this study, Sherer’s General Self-Efficacy scale (GSE, 1982) was used, the reliability of which from Cronbach’s coefficient ...
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The purpose of this study is to investigate the effectiveness of positive self-talk training on increasing the women’s general self-efficacy beliefs. In this study, Sherer’s General Self-Efficacy scale (GSE, 1982) was used, the reliability of which from Cronbach’s coefficient Alpha is 0.86 and 0.71 for general and social self-efficacy subscales respectively.Subjects were married women who referred to family training center of Imam Khomeini Relief Committee in west of Tehran Province. Volunteers for training sessions were interviewed and 24 persons were randomly selected and assigned into 2 groups each with 12 persons. All answered to the self-efficacy questionnaire. The control group didn’t receive any treatment. The experimental group received training for 8 sessions of 1.5 hours based on techniques of cognitive therapy and positive self-talk. At the end, both groups answered again the GSE scale and the data were analyzed with t-test for means of the 2 independent groups. Results indicated that this training was effective on increasing the women’s general self-efficacy beliefs.
Karim Sevari (PhD); Kiomers Beshlideh (PhD); Manijeh Shehni (PhD)
Volume 5, Issue 14 , July 2009, , Pages 100-114
Abstract
The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly ...
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The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly selected as sample group. The research instruments were Trueman, and Hartely (1996), Schwarzer and Jerusalem (2000) questionnaires and also researcher structured questionnaire (1387). The collected data were analyzed and the result showed that there is a negative relationship between time management and academic procrastination and also self-efficacy with academic procrastination. Regression analysis by using enters method also showed multiple relations among time management and self-efficacy with academic procrastination.
Ali Moustafaei (PhD); Yahya Mohajer (PhD)
Volume 4, Issue 12 , July 2008, , Pages 66-87
Abstract
The purpose of this study is to examine the effectiveness of instructing the components of self-regulated learning strategies on self-efficiency of high school students. The research population comprised 1093 grade three male students. The research sample consisted of 60 subjects who were randomly selected ...
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The purpose of this study is to examine the effectiveness of instructing the components of self-regulated learning strategies on self-efficiency of high school students. The research population comprised 1093 grade three male students. The research sample consisted of 60 subjects who were randomly selected using cluster sampling method. The sample randomly assigned into four different levels of independent variable and control group. Cognitive strategies were assigned to group one, metacognitive strategies were assigned to group two, motivational strategies were assigned to group three and resource management strategies were assigned to group four. The Sherer’s test of self-regulation was used as pretest and posttest. Results showed that instruction of the components of self-regulated strategies were effective on self-efficiency and promoted it.
