روانشناسی یادگیری
Jamshid Heydari; hossein moradi mokhles; ebrahim abolghasemi
Abstract
Abstract The objective of the present study was to examine theeffect of designing educational activities based on the Vygotsky's dialectical theory on the development of Practical thinking. In this study, a multi-group with pre-test and pre-test design was used. The statistical population of the study ...
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Abstract The objective of the present study was to examine theeffect of designing educational activities based on the Vygotsky's dialectical theory on the development of Practical thinking. In this study, a multi-group with pre-test and pre-test design was used. The statistical population of the study consisted of all the male students at eight grade, first year of high school in the Asadabad City from 2016-2017. Two sampling methods including multistage cluster sampling and purposeful sampling were used in this study. For each of the groups, the educational activities of the thinking and life style were designed in a separate way. The distinctive components for designing of activity in each group based on the position and interaction of the elements of the position.The instrument used in this study was a researcher-made thinking in-action test. The validity of the test was determined by experts in the field of educational psychology and its reliability was calculated by Cronbach's alpha of 0.70. One-way analysis of variance was used to analyze the data. The results of one-way variance analysis((F=123,336 & P<0,001) indicated that the effect of the education through the 3rd educational activity designed to improve the students' Practical thinking of students was better than the one and the second activity and the effect of the training through second educational activities to develop Practical thinking better than first activity.
روانشناسی یادگیری
somayeh yoosefi; javad mesrabadi
Abstract
The purpose of this study is to provide a meta-analysis method for combining the Quantitative Result of different study about relationship between goal orientation and academic achievement. To achieve this goal, we used the qualitative findings of 23 researches from which 82 effect sizes were obtained. ...
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The purpose of this study is to provide a meta-analysis method for combining the Quantitative Result of different study about relationship between goal orientation and academic achievement. To achieve this goal, we used the qualitative findings of 23 researches from which 82 effect sizes were obtained. The statistical population of the study is all articles in SID database . After considering the inclusion and exclusion criteria, the selected statistical indicators were analyzed by CMA software version 2. The size of combined effect of random model was 207/0 for Mastery Goal Orientations, 020/0 for Mastery -avoidance goals, 094/0 for Performance Goal Orientations ،, and 068/0- for performance-avoidance goals. this effect sizes were significant for Mastery and performance Goal Orientations and Non-significant for Mastery and performance -avoidance goals. Being significant effect size for Mastery and performance Goal Orientations represents both a significant and a positive impact on educational attainment. But, according to Cohen's criteria, this effect size has a slight effect. In other words, this relationship is low in the studied population.
روانشناسی یادگیری
KAVOOS SAFAEINAEINI; Mohammad Narimani; reza kazemi; tavakkol mousazadeh
Abstract
The purpose study was to investigate the effectiveness and comparison of courses group motivational interviewing and emotion regulation training on reduction of the bullying behaviorand academic burnout teen user virtual social networking with considering role countervailing gender. This research is ...
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The purpose study was to investigate the effectiveness and comparison of courses group motivational interviewing and emotion regulation training on reduction of the bullying behaviorand academic burnout teen user virtual social networking with considering role countervailing gender. This research is a probationary from kind multi collective pretest and posttest. The statistical population of the study was selected from all male and female students of secondary second user virtual social networking of Tehran city in the (2016-2017) perannum academic . 90 user students who was selected with means an accidental polymorphous of cluster sampling and at experimental and control groups into accidental.Geared of collect the data from the questionnaires of communication with virtual social Alinaghi & Ataei the bullying in school Patchin & Hinduja and the Bersou academic burnout used. For data analysis the method of Multivariable analysis of covariance, oneway analysis of variance and Bonfreoni posterior comparison used. The results showed that motivational interviewing and emotional regulation training compared with the control group had an effect on bullying behavior (general and cyber) and academic burnout (exhaustion, cynicism and inefficiency), but did not affect traditional bullying and emotional exhaustion (p< 0.05). In addition, the role of gender as a countervailing variable was confirmed only in relation to the effectiveness of emotional regulation training in reducing the variables of bullying (general) cyber bullying and academic cynicism. the results of the Bonferroni posterior test showed that there was no significant difference between two methods in reducing bullying behavior and academic burnout (P< 0.05).
روانشناسی یادگیری
Rozita Moshashaei; Hamidreza Maghami; Esmaeil Zarei Zavaraki
Abstract
Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design ...
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Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design with control group. The target community in its current research is the eleventh elementary school of experimental sciences in the high schools in the new city of Andishe, who studied in the academic year of 96-97. Khadijeh High School was selected according to available method ,to conduct the research And the individuals were randomly replaced in three groups. After the design of the Secondary Biology curriculum design, the Augmented Reality software based on the scientific data of the part was produced and implemented on the first experimental group of student. In order to collect data, the academic achievement test, which were designed by the researcher based on the content of the course, were used. findings: For analyzing the data at the level of descriptive statistics, statistical methods of mean and standard deviation, and inferential statistics of covariance analysis methods were used. The result of research shows that the comparison of the academic achievement of students who were trained in the augmented reality software method (experimental group 1)compared with those who were trained in the educational design (experimental group 2) and methodology control group had a better function. Conclusion: Using augmented reality technology with the Merrill design model leads to students' academic achievement in the subject of biology.
روانشناسی یادگیری
khadijeh moradi; Hassan Asadzadeh; Abilfazl Karami; mahmoud najafi
Abstract
This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. ...
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This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. The sample comprised 400 boys and girls who were selsected through srtratified random sampling method. The research instruments were: A) the academic emotions Questionnaire (Pekran and other), B) the academic engagement Questionnaire (Archambelt and other), and C) the positive development Questionnaire (Lerner and other). The collected data were analyzed using structural equation modeling. The results showed that: Positive emotions had direct effect on academic achievements, but negative emotions have no direct effect on academic achievements. Academic engagement had a direct effect on academic achievements. Positive development had direct effect and significant on academic achievements. academic engagement through mediated of positive development had effect on academic achievement, and positive academic emotions through mediated of positive development had effect on academic achievement Therefore, it is essential to consider the components of positive academic emotions and students' academic engagement for students' academic achievement.
روانشناسی یادگیری
Mohammad Asgari
Abstract
Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals ...
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Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals (50 boys and 50 girls, half of the subjects in the experimental group (25) and the other half (25 persons) in the control group were replaced) was selected through multi-stage random sampling. Sara son's test was used to test the anxiety of the subjects. The students' average score and grade of examination were considered as academic achievement and performance. For the 10-session group, 1.5 hours of cognitive-behavioral stress management training was performed in the experimental groups, but the controls group did not receive any training. Data analysis with factorial multivariate analysis of variance showed that: Stress management training based on cognitive-behavioral approach has an impact on the performance of exam, academic achievement and student's test anxiety. The stress-management of cognitive-behavioral stress reduced the test anxiety of male and female students, and improved the academic achievement and performance of the male and female students. But did not significantly affect on gender, and educational interaction and gender on any of the variables.
روانشناسی یادگیری
leila zoghi; monir kaka; asgar choobdari
Abstract
Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness ...
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Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness in college students.The research method was descriptive correlational and structural equation model. Among the 1042 Girl and boy college students, who were studying in the academic year of 1396-97, based on Kokran formula,278 college students were selected by random sampling method.The tools used in this study were mindfulness questionnaire, perfectionism and test anxiety Questionnaire. Fitness of the proposed model was examined through structural equation modeling (SEM), using SPSS-18 and Lisrel software packages. Findings indicated the proposed model fit the data properly and mindfulness has mediating role in relation between perfectionism with Test anxiety. Therefore, it is suggested that attention be paid to the intermediate role of mind awareness in clinical interventions.
روانشناسی یادگیری
salah esmaeeli gojar; saeid poorrostaei ardakani
Abstract
This study was aimed to investigate the effect of online multi-user educational computer games as one of the new methods of teaching on social skills and cognitive abilities. The research method was pre-test and post-test design with control group. The statistical population consisted of all students ...
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This study was aimed to investigate the effect of online multi-user educational computer games as one of the new methods of teaching on social skills and cognitive abilities. The research method was pre-test and post-test design with control group. The statistical population consisted of all students of elementary school in Uremia which was selected using purposeful sampling of Nowshan School and Among the students of this school, the fourth elementary school was selected and divided into control and experimental groups, so that 15 subjects were in the experimental group and 15 in the control group. Social skills and cognitive skills questionnaire was used to collect data. SPSS software was used to analyze the data. The results showed that the use of multi-user educational computer games on social skills and cognitive ability of students significantly (cognitive ability (F = 181/10) and social skills (F = 156/001)) is more effective than the usual method.
روانشناسی یادگیری
afrasiab sadeghi; jalal hashemi; mansour marashi; masoud safaei moghaddam
Abstract
۱۲۰۴/۵۰۰۰ Child upbringing is an essential principle in life and is considered to be a key element of parenthood. But this important task and essential parenting mission for parents requires obtaining the moral merit necessary for the process of education, in order to obtain moral merit in behavior ...
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۱۲۰۴/۵۰۰۰ Child upbringing is an essential principle in life and is considered to be a key element of parenthood. But this important task and essential parenting mission for parents requires obtaining the moral merit necessary for the process of education, in order to obtain moral merit in behavior Moral parenting. For this purpose, it is necessary for Wald to first have a proper understanding of merit and ethical competence, in order to gain theoretical knowledge and to analyze related issues of being able to move towards ethical conduct. In this research, we propose a definition for moral merit. We have been developed in a general way so that it can be used Different times, in different contexts and for different purposes be provided. The meaning of the term moral competence has also been operationalized in a conceptual framework that utilizes both research on merit and ethics, parenting and education, and a look at the usefulness of research And action. In addition, we believe that the program of moral eligibility for child rearing should be based on the overall development or growth of the entire parental personality, and the duration of the programs is planned in such a way that the parent is continually assigned to the parent's duties and ethical competencies required for Inform them. Key words: Competency, moral competence, child upbringing, ethical behavior
روانشناسی یادگیری
Arsalan Irajirad; Marzieh Haji
Abstract
The purpose of this study was to investigate the relationship between self-awareness and Excitement of teaching in Conservatory teachers in Qaemshahr city. The research method was descriptive and correlational (regression). The statistical population of the study was all students of Ghaemshahr, who were ...
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The purpose of this study was to investigate the relationship between self-awareness and Excitement of teaching in Conservatory teachers in Qaemshahr city. The research method was descriptive and correlational (regression). The statistical population of the study was all students of Ghaemshahr, who were studying in the academic year of 2017- 2018. And using Cochran's formula, 114 of them were selected randomly for both men and women Equally. Standard questionnaires were used to collect data. The content validity of the research tool was confirmed by the experts and the reliability of the research tool was measured using Cronbach's alpha coefficient. Pearson correlation test and multivariate regression were used to measure the relationship between variables. Data analysis was performed using SPSS21 software. Findings of the research show that self-knowledge of educational skills and background knowledge can anticipate the feeling of pleasure from teaching, positively and significantly. And emotions, feelings of anger of teaching and feeling of anxiety of teaching can be described negatively and meaningfully.
روانشناسی یادگیری
reza purhossein; sahar Ehsani; narges ensanimehr; Reza Nabizadeh
Abstract
Abstract The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 ...
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Abstract The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 male and female students (110 girls and 91 boys) from Tehran University were selected by available sampling method And responded to the Basic psychological needs, Life satisfaction, Achievement motivation, psychological capital. Data analysis was done using R software. The results showed that the designed model was well fited to the data. According to the findings of this study, the relationship between basic psychological needs and life satisfaction was positively and significantly evaluated. In addition to direct impact, basic psychological needs and life satisfaction through intermediate variables Achievement motivation and psychological capital also have an indirect relationship.In general, we can approve the positive role of these factors in process of life.
روانشناسی یادگیری
omidali mohammadverdi; massoud sharifi; Jalil fathabadi; vahid nejati
Abstract
Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. ...
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Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.
روانشناسی یادگیری
Behnaz Amjadi Soumeeh; Aida Choobsaz; Mohammad Hossein Zarghami
Abstract
Comparison of brain activity in 2D and 3D educational images (15 images) for high school students with low and high level of spatial intelligence is the main goal of this study. Educational image contents were about heart functioning. From the manipulability perspective, this study belongs to the semi-experimental ...
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Comparison of brain activity in 2D and 3D educational images (15 images) for high school students with low and high level of spatial intelligence is the main goal of this study. Educational image contents were about heart functioning. From the manipulability perspective, this study belongs to the semi-experimental category. Image dimensions and spatial intelligence are experimental and non-experimental variables respectively. The target population in this study is 2017-2018 high school students in Bardaskan. 50 students with high level of spatial intelligence and 50 students of low level were selected (25 men and 25 women in each group) by cluster sampling method. Their brain activities while watching images were recorded by EEG. Recorded data after noise and artefacts removing (neat data) was analyzed by two way- ANOVA. there wasn’t a significant difference in brain activity between students with low and high level of spatial intelligence ( P value>0.05). there wasn’t a significant difference between brain activity in 2D and 3D and for image dimension and spatial intelligence interaction too ( P value>0.05) but spatial activity is dependent to participants sex (male and female) and there is a significant difference in sex and image dimension interaction ( P value<0.05)
روانشناسی یادگیری
mohmad bagher majedian fard; mojgan mohmade mehr; morteza najemi
Abstract
The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included ...
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The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included 300 students from Army Medical University stratified random sampling was done. The instruments for . Collecteing data for this study were Kolb's Learning Style Questionnaire (1985),wells meta- cognition Questionnaire(1997), Rickets's Critical Thinking Questionnaire (2003), data analysis done with Amos software with path analysis method the findings showed that ther is significant relationship between learning style of reflective learning active, abstract testing and metacognitive with mediation critical thinking, at the P≤0.1 level. However objective learning style indirectly with mediation critical thinking. There is a direct and meaningful relationship between the learning style .there is no meaningful relationship between of reflective learning active and abstract testing with critical thinking at P≤0.01 levels. But there is no direct relationship between objective learning style and critical thinking. also there is a significant relationship between learning style of reflective learning active, objective, and abstract, directly related to metacognition, at P≤0.01.
روانشناسی یادگیری
Soleyman Kabini Moghadam; Gholamhossein Entesare Foumani; masod Hejazi; Hasan Asadzadeh
Abstract
The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population ...
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The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non- public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires educational conscience McIllory and Bunting (2002) and educational buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased educational buoyancy and conscience of procrastinating students (P˂0.001). The result of this study showed that using self-learning learning strategies is effective in reducing procrastinating students.
روانشناسی یادگیری
Mohammad Reza Nili Ahmadabadi
Abstract
The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External ...
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The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External validation of cognitive load theory -based learning model through its effect on student learning. The population of all the articles that through google search engine and database ebsco, wiley and sciencedirect were downloaded. In this study, purposive sampling method is used. The sample consisted of 25 articles and 4 books. Content Analysis unit in this research was the theme. According to content analysis on the text of 25 articles and 4 books on cognitive load theory, Three-story cognitive load internal , external load and load were optimum. As a result of analysis on the conclusions obtained in three floors , the components of the model were obtained. Finally , as a result of the content analysis performed on articles and books and syntheses and components derived from them , were presented as templates. The results of the internal and external validity of this study has shown that the educational model based on cognitive load theory , the effectiveness necessary to teach students.
روانشناسی یادگیری
Malihe Hekmatiyan; Nasser noushadi; fariborz nikdel
Abstract
The purpose of this study was to predict the students' boredom in social studies based on the variables of classroom structure, teaching quality and support Affective of the teacher. The statistical population of this study was all 9th grade high school students in Shiraz, in the academic year 1395-96. ...
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The purpose of this study was to predict the students' boredom in social studies based on the variables of classroom structure, teaching quality and support Affective of the teacher. The statistical population of this study was all 9th grade high school students in Shiraz, in the academic year 1395-96. A sample of 379 people was selected by random cluster sampling. To collect the required data, the questionnaire was used for the study of academic boredom (Pekrun et al., 2002 and 2005), the quality of teaching by Cyriakides et al. (2000), Affective support of teacher Sakiz (2007) and the classroom structure of Eliot and Charch (2001). Data analysis was performed using appropriate statistical tests at descriptive and inferential levels. The results showed that the dimensions of class structure (task, Authority and Harsh in Evaluation) were able to predict academic boredom, and there was a negative and significant relationship between these dimensions and academic boredom of students in social studies lessons. On the other hand, the dimension focus evaluation ability to predict students' boredom was not a social studies lesson. Other findings indicated that there is a negative and significant relationship between the quality of teaching and affective support of the teacher to the students' academic boredom in the social studies lesson and the ability to predict academic boredom.
روانشناسی یادگیری
sohrab sahraei; omid shokri; mehdi khanbani; elham hakimi rad
Abstract
This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Method: On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire ...
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This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Method: On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Academic Stress Questionnaire (PASQ), the Achievement Emotions Questionnaire-Short Form (AEQ-SF), the School/University Burnout Inventory (SBI) and the Schoolwork Engagement Inventory (SEI) were administrated. Structural equation modeling was used to assess the mediating effects model of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Results: Results showed that both models -partially mediated models of positive and negative emotions on the relationship academic self-efficacy and academic well-being - had good fit to data. In these hypothesized models, all of the regression weights were statistically significant. Also, in the mediating model of positive emotions and academic stress, model predictor’s emphases accounted for 33 and 22 of the variance in academic engagement and academic burnout, respectively. Furthermore, in the mediating model of negative emotions and academic stress, model predictor’s emphases accounted for 33 and 20 of the variance in academic engagement and academic burnout, respectively.Conclusion: These findings show that the part of covariance between conceptual loops of academic self-efficacy beliefs and academic well-being is accounted for by achievement emotions and perceived academic stress.
روانشناسی یادگیری
fatemeh naghi beiranvand; ezatallah ghadampour; masood sadeghi
Abstract
The aim of this study was to investigate the effect of self-regulated learning strategies on students' academic delay of gratification and optimism. This quasi-experimental study with pretest-posttest with the control group. The population of this study consisted of all second grade female students in ...
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The aim of this study was to investigate the effect of self-regulated learning strategies on students' academic delay of gratification and optimism. This quasi-experimental study with pretest-posttest with the control group. The population of this study consisted of all second grade female students in the first period of high school in Khorramabad (2014-2015) which among them two classes, using a multistage cluster random sampling method, as test and control groups were selected. The tools used in this study Bembenutty academic delay of gratification scale (1998) and Tschannen-Moran et al academic optimism questionnaire (2013). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance and univariate analysis of covariance) were used to analyze the data. The results showed that self-regulated learning strategies training Increasing student’s academic delay of gratification and academic optimism (P<0/001). Accordingly, it is recommended to teachers to Train Self-regulated learning strategies to their students during the course of their education.
روانشناسی یادگیری
Rahim Moradi; Ali Delavar; Behnam Rasoli; Reihaneh Salehrad; Zahra Taheri
Abstract
The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test ...
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The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test with a control group. The population included all eighth gradeof Secondary students in public schools in Khorramabad during academic year of 2015-16, and the sample ofthis Research was 70 Eighth grade male students (35 cases in Test Group, and 35 in control Group), respectively. Due To Performance limitation, Sampling was taken in Convenience one. The researcher operated the course content on the test group, during eighth 90-minute sessions, Based on Four-Component Instructional Design Model. The data collecting tool was Abedi's creativity test. To analyze data, we used multivariate covariance analysis. According to The ontained results, it can be said that there is a significant correlatom between the creativity rate of students taught With Four-Component Instructional Design Model and the students taught with traditional Education Model, And this Difference is beneficial toward the group taught With Four-Component Instructional Design Model. It is suggested that the Four-Component Instructional Design Model is utilzed as suitable Model to prepare the students with deep understanding From Issue, and to increase the divergent thinking and creativity.
روانشناسی یادگیری
zahra asgari; Hossein kareshki; behroz mahram
Abstract
This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the ...
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This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the fulfillment of learning, and provide the best advice for students from these institutions, we intended to investigation and analysis of the consequences and current context and in the centers in the form of a deep approach and deal basis. To accomplish this goal by using snowball sampling, experiences and statements of 17 undergraduate students (those 1 year of their students in institutions Minecraft attended) and 17 teachers and administrators had been exploring. Data were collected by semi-structured interviews were conducted. Analysis of the data by coding used in grounded theory methods, including open coding, axial and selective coding was done. Based on the results obtained, the central phenomenon in grounded theory, a phenomenon called "paradoxical orientation eclectic interests, institutions, environment and individual. T he consequences of psychological, educational institutions exam consists of meta-cognition, undermining problem solving, stress, lack of motivation, sensitive inferiority comparison, the loss of efficacy, undermine the friendship and outcomes of education including the improvement plan, school failure, learning level, purposeful learning and dependency. Also as a result of the findings, unprincipled advice and special features tests of educational institutions was identified as the causal conditions and policies governing bodies as well as the underlying substrates were discovered.
روانشناسی یادگیری
sajjad basharpoor; javad drodi; sepideh mahmoodzadeh
Abstract
Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types ...
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Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types in predicting academic achievement in elementary school students in Baneh County, Kurdistan. The method used in this study was correlational, and the statistical population consisted of 160 primary school students, in fourth, fifth and sixth grades, in the academic year 2015-2016 (1394-1395), which were selected by cluster sampling. To collect data, Behavioral Inhibition/Activation systems scale (BIS/BAS) questionnaire of Carver and White, and the Horne & Östberg's Morningness-Eveningness questionnaire were used, and the collected data were analyzed by the Pearson correlation coefficient and Multiple Regression Analysis. The results showed that academic achievement has a positive correlation with sensitivity to reward (r= 0.34: p<0/002), drive (r=0.45, p<0/001) and behavioral activation system and morningness (r= 0/34: p<0/002), but it has a negative correlation with fun seeking (r=-0/22: p<0/043) and sensitivity to punishment (r=-0/39:p<0/001).The results also showed that drive and the extent of morningness-eveningness components could predict 22/2% and 11/6% of changes in students’ academic achievement, respectively. The results also showed that the more sensitive students are to reward and drive, and are more of morningness types, they show more academic achievement.
روانشناسی یادگیری
elham khasar; mohammad baloochi; nahid motabd
Abstract
Objective: The purpose of this study was to evaluate the effectiveness of group play therapy on improving memory performance and visual learning in primary school children based on neurological approach. Method: The present research is experimental and The design used in this study was pretest-posttest ...
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Objective: The purpose of this study was to evaluate the effectiveness of group play therapy on improving memory performance and visual learning in primary school children based on neurological approach. Method: The present research is experimental and The design used in this study was pretest-posttest design with control group. The statistical population of the study was all male primary school students in Yazd in The year 1394-95 was formed. 100 of them were selected using multistage cluster sampling method and then were randomly assigned to control and experimental groups. The experimental group received 12 sessions (each session 60 minutes - twice a week), received trained in group play therapy, The control group received no intervention. The instruments used were The Rey–Osterrieth complex figure test (ROCF), Raven's Progressive Matrices and Seife Naraghi Test was used for data analysis Results: The results showed that Memory and visual learning of students in the experimental group compared with the control group significantly improved. the methods of descriptive and inferential statistics (mean and t-test for dependent samples and standard deviation) of degrees of freedom (p <.05) Conclusions: Therefore it can be concluded that the strategy of group play therapy can improve the perceived performance, attention and visual sequences in male students. Based on the results, Educators are engage in learning disorders,such as teachers, counselors and psychologists suggested that this strategy is to improve the understanding, attention and visual sequences helped of students.
روانشناسی یادگیری
Shahram Vahedi; moosa piri
Abstract
The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary ...
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The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary school students. A pretest and posttest control-group quasi-experimental design was employed to evaluate the instructional effectiveness of this strategy. Thirty boys were randomly selected from two elementary schools located in Bostanabad District of Tabriz city, Iran was used as subjects for the study. One classroom of 15 fifth-grade students made up the experimental group, and 15 fifth-grade classrooms students comprised the control group. The experimental group was taught selected topics in math using concept-mapping strategies, while the control group was taught using the traditional lecture method. The Self-Description Questionnaires (SDQ) and mathematical performance test were used for data collection. Data have been analyzed by ANCOVA and T-test. The result of the study showed that the experimental group performed significantly better in mathematical problem solving than the control group. Also, the findings revealed that the concept mapping promotes students’ mathematics self-concept.
روانشناسی یادگیری
yaser garavand; Gholam Hossein Maktabi; Fatemeh Farzadi; Molod Salaripur
Abstract
The purpose of this study was to investigate the role of interaction of educational environment experiences with the mediation of epistemological beliefs on the research self-efficacy of graduate students of Chamran University of Ahwaz. The method of this study was correlation of path analysis. The statistical ...
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The purpose of this study was to investigate the role of interaction of educational environment experiences with the mediation of epistemological beliefs on the research self-efficacy of graduate students of Chamran University of Ahwaz. The method of this study was correlation of path analysis. The statistical population consisted of all post-graduate students of humanities in Shahid Chamran University of Ahwaz in 1395-96, That total number of them was 368. Of these, 315 people were selected as a research sampleby using stratified random sampling method. To collect the research data Questionnaires of educational-research environment Gravand(1391); Schumer's epistemological beliefs (1390) and research self-efficacy Salehi, (2011) were used. The results showed that the research model is compatible with the data collected from graduate students and the beliefs of epistemology are mediator the relationship between environmental experiences and research self-efficacy of students. Also, there was a direct relationship between the educational-research environment and all components of epistemological beliefs, including the belief in fast Learning. In addition, there was a direct relationship between all components of epistemological beliefs with research self-efficacy Instead of believing the certainty of knowledge, Also, there was a direct relationship between the educational-research environment and the research self-efficacy. In general, epistemological beliefs as an influential mediator can influence the research efficiency of students. Therefore, the central role of epistemological beliefs should be in the focus of interventions and planning associated with increasing the research self-efficacy of students.
