روانشناسی یادگیری
Hossein Naderipour; Abolghasem Yaghoobi; Rasool kord Noghabi; Shahryar Yarmohammadi Vasel
Abstract
The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population ...
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The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size based, 420 students were selected using multistage cluster random sampling method. The instruments for data gathering included, academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), academic mindfulness questionnaire, fear of self-compassion scale (Gilbert et al., 2011), academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed by using pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit, and all fit indices confirmed the model. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect in academic engagement. Moreover, the results showed that academic mindfulness mediated by of fear of self-compassion, academic wising and core self-evaluations had a significant effect in academic engagement. In this study, the role of variables mentioned in students academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain of academic engagement.
روانشناسی یادگیری
Mojtaba Jahanifar; Fatemeh Dehghani
Abstract
Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes ...
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Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes has been studied for science in Iran. The present study investigated those relationships using structural equation modelling for 920 Iranian students. The results showed that the correlation between academic self-efficacy and academic self-concept in science is equal to 0.47, which indicates the separability of academic competence beliefs factors in science. science academic self-efficacy was more strongly influenced by the inquiry learning opportunities as an antecedent. The science academic self-concept was a better predictor of future-oriented motivation and career aspirations, while self-efficacy is a better predictor of students' current abilities in science. inquiry-based educational class activities, positive and personal feedback provided by science teachers, and creating opportunities for students to participate in laboratory experiences can help strengthen academic competence beliefs in science. We propose the science educational design according to constructivism, the development of hands-on activities in schools, and the design of participation-based classroom activities by science teachers, in order to strengthen students' academic self-concept and self-efficacy. This reinforcement will have consequences such as the development of scientific literacy and the creation of positive career aspirations and motivations
روانشناسی یادگیری
احمدرضا Gholipoor; tayebeh tajari; Aliasghar bayani; Javanshir Asadi
Abstract
The purpose of this research was to analyze the cognitive components that played a causal role in the process of persuasion to entrepreneurial behavior. The research method was qualitative and based on grounded theory. The statistical population of the research included all entrepreneurs of agricultural ...
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The purpose of this research was to analyze the cognitive components that played a causal role in the process of persuasion to entrepreneurial behavior. The research method was qualitative and based on grounded theory. The statistical population of the research included all entrepreneurs of agricultural transformation industries in Mazandaran province in the time period of winter 1400 to spring 1401 and the statistical sample of the research was 21 organizational and theoretical experts who were identified by purposeful and snowball sampling method and studied using semi-structured interview method. The collected data were analyzed according to the method of Strauss and Corbin (1998). The findings of the coding process were 275 open codes, which after going through open, central and selective coding phases; 25 subcategories and 11 main categories were identified and classified in 5 axes, which are: cognitive motivation (the Perception of physiological needs & psychological needs), Cognitive context (Entrepreneurial attitude, learned entrepreneurial skills, personality and entrepreneurial traits), Interventionists (cognitive interventions),Strategies (Self-actualization, entrepreneurial thinking, structuring), and consequences (cognitive results, meta-cognitive results) around the central category (cognitive components of persuasion pattern). The results were formed in the form of paradigmatic and conceptual patterns. The findings of this research can be used at the macro level for national policy makers and executive managers of public and private sectors and at the micro level to persuading students and those interested in entrepreneurship.
روانشناسی یادگیری
Salar Ghasemi; , Ahghar Ghodsi; Davood Taghvaei,
Abstract
This research was conducted with the aim of comparing the effectiveness of reverse education and teaching metacognitive strategies on students' self-actualization in science lessons and providing practical solutions. The research method was a semi-experimental pre-test and post-test type with a control ...
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This research was conducted with the aim of comparing the effectiveness of reverse education and teaching metacognitive strategies on students' self-actualization in science lessons and providing practical solutions. The research method was a semi-experimental pre-test and post-test type with a control group in terms of practical purpose and data collection method. The statistical population was all the female students of the first year of high school in the 1st district of Karaj in 1400, according to the entry and exit criteria in the study, 45 people were selected based on the Cochran formula and based on the purposeful sampling method and randomly divided into three groups. The tools used in this research were the self-actualization questionnaire of Jones and Crandall (1986). In the pre-test stage, the dependent variable was performed on the first experimental group, the second experimental group and the control group. The independent variable (reversal training) was implemented on the first experimental group and the training of metacognitive strategies was implemented on the second experimental group and the control group was trained in the traditional way. In the post-test phase, the dependent variable was implemented on all three groups of the first experiment group, the second experiment and the control group, and in the follow-up phase, one month after the post-test phase, the dependent variables were implemented on both experimental groups. Descriptive statistics were used to analyze the data and inferential statistics were used to test the research hypotheses.
روانشناسی یادگیری
Seyed Abbas Razavi; Fereshteh Khademinia; Seyed Mansour Marashi,
Abstract
The purpose of the present study is to investigate the degree of attention of the second stage elementary school's textbooks from the viewpoint of stimulating students' curiosity. The research method is descriptive in general and a quantitative content analysis in specially. The population consists of ...
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The purpose of the present study is to investigate the degree of attention of the second stage elementary school's textbooks from the viewpoint of stimulating students' curiosity. The research method is descriptive in general and a quantitative content analysis in specially. The population consists of all textbooks of the grades 4,5 and 6 which includes 9 volumes of books. Data gathered using a researcher-made scale. To ensure the validity of the researcher-made scale, it was reviewed by 11 experts in the field of educational sciences and educational psychology. The validity of the checklist was calculated and confirmed using the CVI index (Waltz and Bausell). To ensure the scale reliability, the composite reliability coefficient was calculated (0.89) and showed that the tool has high reliability. The unit of analysis was theme and descriptive statistics such as frequency and percentage as well as tables and graphs were used for data analysis. The findings of the research indicated that the content of the second stage elementary school's textbooks did not pay equal and balanced attention to the components of curiosity. More attention has been paid to the components of "independent activity" and "questioning" ; while the components of "surprising" and "freshness" were paid less attention. Another finding of this research showed that in sixth grade textbooks more attention is paid to students' curiosity than in fourth and fifth grades.
روانشناسی یادگیری
ali jalilishishavan
Abstract
Psychological factors are an important precursor to the onset of sports injuries and also play an important role in injury rehabilitation and ultimately successful return to play. The aim of this research was to predict the psychological vulnerability of sports performance based on the cognitive regulation ...
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Psychological factors are an important precursor to the onset of sports injuries and also play an important role in injury rehabilitation and ultimately successful return to play. The aim of this research was to predict the psychological vulnerability of sports performance based on the cognitive regulation of emotion and social support in elite student athletes.The descriptive research method is correlation type and multiple linear regression model. The statistical population of this research includes all the elite athletes of Tehran in the year 2021-2022 with the age range of 18 to 25 years and different skill levels (group and individual athletes), of which there are 300 people based on James' sample size determination method were selected, the sampling method was accessible. In order to collect data from the Psychological Questionnaire of Sports Performance ) (Hernandez-Mendo, 2006), modified Lohr Psychological Questionnaire, Cognitive Emotion Regulation Questionnaire () (Garnefsky et al., 2002) and Social Support Questionnaire Cutrona and Russell, 1987) was used.The results of the research showed that there is a positive and significant relationship between the psychological abilities of performance and the compromised strategies of cognitive emotion regulation and social support at the probability level of one percent, and there is a negative relationship between the psychological abilities of performance and the compromised strategies of cognitive emotion regulation(t=-1.396, β=-2.963 , p=0.164). It is not statistically significant.Therefore, the results showed that the psychological performance increases with the increase of social support and emotional compromise strategies, which naturally reduces the psychological damage of the athletes.
روانشناسی یادگیری
marzieh gholami
Abstract
The global spread of the virus (Covid-19) has caused an increase in psychological problems in families. Since resilience plays a significant role in people's mental and physical health, the present study was conducted with the aim of meta-analysis on the relationship between Corona anxiety and resilience. ...
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The global spread of the virus (Covid-19) has caused an increase in psychological problems in families. Since resilience plays a significant role in people's mental and physical health, the present study was conducted with the aim of meta-analysis on the relationship between Corona anxiety and resilience. The results of the current research showed that there is a moderate and significant relationship between Corona anxiety and resilience. The average effect size of Corona anxiety and resilience in the group of students, medical staff (doctor-nurse) and elderly people is 0.58, respectively., 0.23 and -0.23. This relationship is stronger in the group of students and young people than in the group of nurses and elderly people. To explain the relationship between age and corona anxiety, the meta-regression table was used and the results showed that 22% of the variance The difference between the groups in the effect sizes can be explained by age. The publication bias was done by beg and mazumdar's correlation test, the results explain the symmetry of the effect sizes (p<0.05). Considering the high prevalence of anxiety disorders during the spread of the virus (Covid-19) and considering the fact that the effect size of these two variables is strong in students, it is suggested to schools and universities to hold training classes to increase resilience. And since this relationship is weak in care workers and the elderly, it is better to focus on other factors such as strengthening (spiritual intelligence, increasing salaries, etc.) to reduce anxiety in these two groups.
روانشناسی یادگیری
morteza zibaei sani; Mohammad Mohammadi pour; abolghasem shakiba
Abstract
The present study was conducted with the aim of comparing the effectiveness of brain-oriented learning and multi-sensory learning on the mathematical performance of third grade students with math disorders. This was a semi-experimental study with a pre-test and post-test design with a controlled. The ...
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The present study was conducted with the aim of comparing the effectiveness of brain-oriented learning and multi-sensory learning on the mathematical performance of third grade students with math disorders. This was a semi-experimental study with a pre-test and post-test design with a controlled. The statistical population of those third grade students with math disorder in Sabzevar Center for Learning Disorders was 50 people in the year 2022, of which 45 people were randomly selected and divided into three equal groups. The research tool was the scale for measuring the mathematics abilities of the third grade students of Tabriz (2009) and the experimental groups were given 8 sessions of 60 minutes separately under brain- oriented learning and multi-sensory training, and the control group did not receive any training. The data were analyzed by repeated measures variance analysis and Ben Ferroni post hoc test, and the results indicated the positive effectiveness of both methods on math performance, and the effectiveness of the brain learning method both in the post-test and in the follow-up period was more than multi-sensory training (0.05). >P). Based on this survey, these two methods can be used to improve the mathematical performance of students with mathematical learning disabilities.
روانشناسی یادگیری
Mohammad Ahmadi Deh Ghotbaddini; mohammad sharafi; Maryam Gholomrezai Nezhad Anari; Maryam Gholomrezai Nezhad Anari
Abstract
This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals and intrinsic- extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage ...
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This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals and intrinsic- extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage cluster sampling method and responded to items of achievement motivation scale , the academic self-efficacy subscale of Motivated Strategies for Learning Questionnaire by Pintrich & Degroot (1990), and 3×2 acheivement goals questionnaire by Elliot,Murayama and Pekrun (2011). Data were also analyzed using path analysis method.The results showed that the direct effect of academic self-efficacy on task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance goals and intrinsic and extrinsic motivation was positive and significant. Other results showed that the direct effect of task-approach goals on intrinsic motivation was positive and significant but direct effect of self-approach, self-avoidance and other-avoidance goals was negative and significant and the direct effect of task-avoidance and other-approach goals was not significant. the direct effect of self-avoidance on extrinsic motivation was negative and significant but direct effect of task-approach, task-avoidance, other-approach, other-avoidance and self-approach was not significant. The mediating findings also showed that task-approach goals had positive and significant mediating role, and self-approach and self-avoidance goals had negative and significant mediating role in the relationship between academic self-efficacy and intrinsic motivation. These results indicate that the type of achievement goals that learners adopt, can effect the relationship between academic self-efficacy and type of learner motivation, especially effect on intrinsic motivation.
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.
روانشناسی یادگیری
Mohadese Mazaheri; Mahmod Heydari; Jalil Fathabadi; Shahla Pakdaman
Abstract
AbstractThe purpose of the present study was explanatory role of parenting styles in predicting students' claimed self-handicapping by considering the role of self-efficacy mediation. Studies have shown that the use of self- handicapping strategies is one of the main causes of performance shortcomings ...
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AbstractThe purpose of the present study was explanatory role of parenting styles in predicting students' claimed self-handicapping by considering the role of self-efficacy mediation. Studies have shown that the use of self- handicapping strategies is one of the main causes of performance shortcomings in students that has been commonplace among learners to justify a possible future failure. The study method was descriptive correlational. The statistical population of the study was Shahid Beheshti University students in Tehran, Which 393 of them includes 160 men and 213 women were selected by stratified random sampling. And Jones and Berglass self-handicapping scale (1978), Self-efficacy questionnaire by Sherer et al. (1982) and questionnaire from Baumarind's parenting style (1949) were implemented on them.To test the hypotheses, the structural equation modeling has been used. The findings showed that the authoritative parenting style had a direct positive effect on self-efficacy and the authoritarian parenting style had a direct negative effect on self-efficacy. Also, self-efficacy has a direct and negative effect on claimed self-handicapping, and authoritative and autocratic, through self-efficacy have indirect negative effects on claimed self-handicapping. In sum, it can be said that self-efficacy plays a mediating role in the prediction of claimed self-handicapping by authoritative and authoritarian parenting styles. Therefore, promoting and improving self-efficacy can play an effective role in preventing and moderating the use of self-handicapping strategies.
روانشناسی یادگیری
Nastaran sadat Naghibsadati; Javad Mesrabadi; Abolfazl Farid
Abstract
During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research ...
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During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results of existing researches in the field of gender differences in academic emotions. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 1370 and 1400. After reviewing the primary studies based on the inclusion and exclusion criteria, 146 effect sizes from 80 selected studies were included in the analysis process. In order to collect information from the Mesrabadi checklist (1395) and to analyze the data, combined effect size with two fixed and random models, funnel plot, and sensitivity analysis, were used. In this research, Hedges g index was used among the types of d indices. The results showed that the difference obtained in the index of total academic emotions and types of emotions, according to the interpretation of Cohen's d criterion, is lower than the small level. Considering the heterogeneity of the effect sizes, sub-components were analyzed. Based on the obtained effect sizes, there is no difference between girls and boys in all kinds of academic emotions.
روانشناسی یادگیری
Sefolah aghjani; sanaz Eyni; Jila neiazi
Abstract
The purpose of the current research was to find the causal modeling of school anxiety based on educational stressors and educational competence with the mediation of difficulty in emotion regulation in students. The current research was a descriptive correlational type in terms of its practical purpose ...
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The purpose of the current research was to find the causal modeling of school anxiety based on educational stressors and educational competence with the mediation of difficulty in emotion regulation in students. The current research was a descriptive correlational type in terms of its practical purpose and the method of data collection. The statistical population of the research included all the students of Region 1 of Ardabil city in the academic year of 2021-2022. 240 students participated in the research by cluster sampling method. To collect data, Phillips school anxiety questionnaires (1978), Masoumi and Dashti's educational stressors questionnaire (2016), Diperna and Elliott's educational competence (1999) and Gratz and Romer's (2004) emotion regulation difficulty were used. The collected data were analyzed using the structural equation modeling method. The results related to the model fit indices also showed that the difficulty in emotion regulation can mediate the relationship between educational stressors and educational competence with school anxiety (p<0.01). According to the research findings, educational stressors and educational competence are related to school anxiety through difficulty in regulating emotions. Therefore, it can be concluded that due to anxiety and weak ability to face challenges in school, students are at risk and this finding can be used as a research support for psychological problems in teenagers and students.
روانشناسی یادگیری
seyyed mehdi sarkeshikiyan; Zahra Jamebozorg
Abstract
Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence ...
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Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence correlations in internal and external empirical evidence is explained. The type of study is applied and qualitative and research synthesis method and meta-combination technique were used. The scope of research articles is between 2005 and 2020 for foreign research and 1390 to 1400 for domestic research. Using the integration approach and Sandlowski and Barroso (2007) model, 170 articles were selected and 70 final articles were selected after evaluation criteria. Findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational, family, individual, sociological, psychological, occupational, mood and physical correlations are related to spiritual intelligence in internal and external empirical evidence. Conclusion: Spiritual intelligence can be effective in different aspects of people's lives by providing effective contexts found in research
روانشناسی یادگیری
Bibinaeme Abrishami; Seyyed amir Ghasemtabar; Sayed Abdollah Ghasemtabar
Abstract
The present study was conducted to investigate the effectiveness of embedded picture flashcard training on spelling performance of students with special learning Disorder. The present study was an applied research in terms of purpose and, it was quasi-experimental In terms of data collection, with pre-test-post-test ...
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The present study was conducted to investigate the effectiveness of embedded picture flashcard training on spelling performance of students with special learning Disorder. The present study was an applied research in terms of purpose and, it was quasi-experimental In terms of data collection, with pre-test-post-test design with a control group. The statistical population of this study was all male elementary school students in Yazd city, in the academic year of 1397-1398. The available sampling method used to select the sample. Thus, among primary school students who were enrolled in treatment and education centers for children with learning disabilities because of their spelling and learning disabilities; Spelling, 9 or lower, was selected, and replaced at random in the experimental (n = 20) and control (n = 20) groups. The students in the experimental group taught during the twenty sessions, sixty minutes (three sessions a week), using embedded picture flashcards, the most important and most used words and first elementary words. The control group trained using the direct method. Multivariate covariance results showed that flashcard training significantly improved written spelling impairment in first grade elementary school students in all two dimensions of visual memory (P<0/001), and educational problems (P<0/001). Therefore, integrated flashcards can be used to treat students' spelling disorder.
روانشناسی یادگیری
Zahra tanha; Razieh jalili
Abstract
The study of the transformation of personal epistemology in young children, as a research vacuum, has attracted the attention of specialists in recent years. The results of studies show that the transformation of beliefs in childhood can be studied in conjunction with the theory of mind.the purpose of ...
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The study of the transformation of personal epistemology in young children, as a research vacuum, has attracted the attention of specialists in recent years. The results of studies show that the transformation of beliefs in childhood can be studied in conjunction with the theory of mind.the purpose of this study was to investigate the evolution of beliefs in relation to the theory of mind and executive function in preschool children. The research method is cross-sectional. To this end, 110 children aged 6 years old were selected by available sampling method from preschools in Tehran For each child, two ideas of false beliefs (Weimer and Perner, 1983; Perner, Lickman, and Wimmer, 1987),. Two personal epistemology assignments (Bohr and Huffer, 2002) and the Wisconsin Card Classification test were considered Findings: There is a significant positive relationship between personal epistemology, theory of mind and executive function. Also, the results of regression analysis showed that personal epistemology is predictable through the theory of mind and executive functions Accordingly, in the first step, approximately 56% of the variance of personal epistemology was explained through the theory of mind.. In the second step, theory of mind and executive functions explained %73 of the variance in personal epistemology. Therefore, the coefficient of determination increased from %56 to %73 as the variable entered executive functions into the analysis
روانشناسی یادگیری
Fereshte Hashemi; fariborz dortaj; Noorali Farrokhi; Bita Nasrolahi
Abstract
This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population ...
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This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population of the research was female students in district 1 of Tehran who was studying at the 8th grade in the academic year of 2016-2017. Two schools selected by accident among the female schools in the district of Tehran. Using a primary screening, 80 students randomly replaced by the Tuckman’s Procrastination Questionnaire (2001) and the Zajacova, & et al.’s academic stress Questionnaire (2005) on the acquisition of high scores in Procrastination and academic stress in 2 experimental groups and 2 control groups. The experimental groups were taught in 8 basic techniques. While, during this time, the control groups did not receive the training. The results of the study using the covariance analysis and independent t-test showed that as a result of mindfulness training, there is a significant difference (p<0.05) between the experimental and control groups in the level of procrastination and stress of the students in the pre and post-test. The result is that the use of mindfulness can decrease students' procrastination and academic stress.
روانشناسی یادگیری
Elahe Hejazi; Atefeh Azimi
Abstract
Abstract The present study was provided with the aim of predicting self regulated learning strategies by perceived social support, academic self efficacy and outcome expectation. For this purpose the sample of 303 student (207 girls and 96 men) were selected from faculties of tehran behavioural university. ...
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Abstract The present study was provided with the aim of predicting self regulated learning strategies by perceived social support, academic self efficacy and outcome expectation. For this purpose the sample of 303 student (207 girls and 96 men) were selected from faculties of tehran behavioural university. Data collected from juniors and Fourth year students by the use of random stratified sampling method. Multidimensional Scale of Peceived Social Support (MPSS) Questionnaire Zimet and etal (1988), College Academic Self-Efficacy questionnire (CASE) Owen and froman(1988) and Student Outcome Expectations Scale (SOES) Landry(2003) had been applied for this study. Results of using stepwise regression indicated that Perceived social support, Academic self efficacy, Outcome expectation can predict self regulated learning strategies. For comparing males and females in research variables Multivariate analysis of variance (MANOVA) had been used. The findings showed that girls reported more perceived social support and outcome expectation than boys and boys were reported more academic self-efficacy than girls.
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
sfandiar sepahvand; manijeh shehni; siros allipour birgani; naser behroozy
Abstract
The purpose of this study was testing and comparing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and critical thinking disposition, mediated by epistemic beliefs of male and female students in various high school grades in Ahvaz. The sample ...
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The purpose of this study was testing and comparing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and critical thinking disposition, mediated by epistemic beliefs of male and female students in various high school grades in Ahvaz. The sample consisted of 808 high school students from Ahvaz who were selected by multi-stage random sampling method. The five questionnaires that have been used for collecting data were two subscales of Revised Version of Family Communication Patterns (RFCP), Metacognition Awareness Inventory, (MAI), Epistememic Beliefs Inventory (EBI) and Critical Thinking Disposition Inventory (CTD). Fitness indices of the proposed model were examined through structural equation modeling (SEM) method, using SPSS-21 and AMOS-21 softwares. The relationships of conversation, metacognition, and epistemic beliefs with critical thinking disposition were positive and significant, but the relationship of conformity with critical thinking disposition was significant and negative. The model fit indices showed that the model fitted the data. The indirect paths were also tested using the bootstrap procedure of Preacher and Hayes macro program for mediation. The results indicated that all of the indirect hypotheses have been confirmed. Also, the multi-group analysis method was used to compare the models of various high school grade levels (3rd grade of the first part of high school and 3rd grade of the second part of high school). Comparing The results of both groups showed that in the two high school grade levels three paths were significantly different.
روانشناسی یادگیری
Fatemeh ghanaatian jahromi; Saeed Arsham; Rasoul Yaali
Abstract
This study aims at investigating the effect of the type of instructional language on students’ intrinsic motivation and motor learning. Forty-eight female students of Farhangian University were randomly divided into three instructional language groups (autonomy supportive, controlling, and neutral). ...
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This study aims at investigating the effect of the type of instructional language on students’ intrinsic motivation and motor learning. Forty-eight female students of Farhangian University were randomly divided into three instructional language groups (autonomy supportive, controlling, and neutral). All groups watched a silent clip about darts throwing. Then, they performed 21 throws (pre-test) and subsequently, each group watched a specific clip prepared for them. The instructions in the second clip were prepared in such a way as to provide identical technical information but manifesting different degrees of choice or control in performing the task. Then, each group performed 51 throws as their post-test. On the second day, all groups performed 21 throws (retention test). All participants completed the Intrinsic Motivation Inventory by McAuley et al. (1991) after the three tests. The results of the repeated measures (ANOVA) showed that the instructional language in the autonomy supportive group facilitated learning significantly through its effect on intrinsic motivation this group.
روانشناسی یادگیری
Javad Amani Saribaglou; Shahram Vahedi; Eskandar Fathi azar; Leyla Abidi
Abstract
The reversed Jigsaw, one of the cooperative learning techniques, is based on group dynamics and social interactions. The aim of current study was to investigate the effect of reversed jigsaw method on university students' academic performance and statistics anxiety in statistics course. Research design ...
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The reversed Jigsaw, one of the cooperative learning techniques, is based on group dynamics and social interactions. The aim of current study was to investigate the effect of reversed jigsaw method on university students' academic performance and statistics anxiety in statistics course. Research design was quasi experimental with pre and posttest and control group. Research participants were 43 under graduate university students. In one class students have been instructed using reversed Jigsaw method (n=20) and the students of other class have been instructed using instructional teacher-centered teaching method (n=23). The data was collected through statistics anxiety Scale (Rekabdar & Soleimani, 2008) and academic performance test. One way univariate and multivariate analysis of covariance was used for data analysis. The statistical analyses revealed that there were significant differences between the experimental and control groups in terms of their academic performance and statistics anxiety (p<0.001). The results of mean comparisons indicated that, the mean of experimental group is significantly higher than control group. Also in statistics anxiety the mean of experimental group is significantly lower than control group. In general research finding indicated that, reversed jigsaw method has positive effect on students' academic outcomes such as anxiety and performance. In the other words, by using this method, students' academic performance will increase and their statistics anxiety will decrease.
روانشناسی یادگیری
Fatemeh Imamgholivand; parvin kadivar; Hassanpasha Sharifi
Abstract
Abstract: The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students. Method: The research method is correlational which a type of structural equation. A total ...
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Abstract: The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students. Method: The research method is correlational which a type of structural equation. A total of 518 students from all 16-18 year old students among public schools in Tehran were selected randomly by multi-stage cluster sampling. Students completed the questionnaire of Students' emotional-social competence: SECQ (2012), Rio's Educational Engagement (2013), Abedi's Creativity (1993), School Acceptance Questionnaire (SCASIM-St) (2017), Oxford Happiness OHI (1999) .Pearson correlation and structural equation model were used. Findings: Based on the model presented in this study, happiness variables as much as 41% = R2 creativity variables were explained to 42% = R2. Social-emotional-social competence of students had the highest total effect (51/44) on the happiness of students after school enrollment (0/414) and then educational Engagement (0/260). Emotional-social competence of students has the highest total effect (0/632) on students' creativity. Conclusion: According to the results of this study, promoting the positive climate of schools and social-emotional-social competence of students as important variables affecting the creativity and happiness of students in the priorities of education.
روانشناسی یادگیری
vahid doosti; elham kaviani
Abstract
Vitality and happiness have always been one of the most important needs of students and teachers in schools. Studies have shown that educational, physical, managerial and educational factors in school are contributing to the happiness of teachers and students. This research was carried out with the aim ...
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Vitality and happiness have always been one of the most important needs of students and teachers in schools. Studies have shown that educational, physical, managerial and educational factors in school are contributing to the happiness of teachers and students. This research was carried out with the aim of identifying the effective technological factors, affecting on happiness of schools in Sarpol-e-Zahab city. The statistical population consisted of professors and experts in the field of educational technology and teachers who were selected randomly and purposefully. To this end, 12 interviews were conducted to achieve theoretical saturation. To identify the technological factors affecting the hydration of schools, a semi-empirical analysis using NVIVO10 software was used. The results of open, pivotal and selective coding showed that seven educational, educational, behavioral, hardware and software objectives, the interaction between technologies and educational content, organizational and assignment related to technology from the technological factors affecting the happiness of schools In the city of Sarpol Zahab.
روانشناسی یادگیری
farnaz radmehr; jahangir karami
Abstract
The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical ...
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The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical students of Kermanshah University of Medical Sciences during first semester the academic year of 2017-18. The sample size was 219 people (%53/9 female and %46/1 male) according to Morgan table and they were selected by random cluster sampling. Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test. The results showed that among girls there was a positive and significant relationship between tolerance of ambiguity (p<0.001) and fluctuation (p<0.01). Also, among the boys there was a positive and significant relationship between the fluctuation with academic engagement (p<0.001) But there was no significant relationship between tolerance of ambiguity and with academic engagement. The results of multiple regression analysis by stepwise showed that among the girls, tolerance of ambiguity and fluctuation variables were %16 and among the boys, fluctuation the prediction of %12 of the variance of academic engagement was predicted. On the other hand, the results of independent sample t test showed that there was a significant difference between the tolerance of ambiguity, fluctuation and academic engagement in male and female students, such that tolerance of ambiguity, fluctuation and academic engagement among girls was higher than that of boys (p<0.001).
