farhad saeidi; javad poorkarimi
Abstract
The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental ...
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The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.
Hamdullah Habibi; aysan pashaeifakhri
Abstract
The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of ...
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The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of this research was descriptive and survey type. According to Morgan's table, 260 students (130 talented and 130 ordinary) were selected from the University of Tabriz. Hierarchical cluster analysis, one-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were used to analyze the data using SPSS 21 software. Based on the results of cluster analysis, three motivational clusters in normal students: 36.9% in high quantity cluster (high internal and external motivation and low motivation); 46.9% in average quantity (average levels in all three clusters); 16.2% in low quantity (low internal and external motivation and high motivation) and in talented students 44.6% in high quantity cluster (high internal and external motivation and low motivation); 44.6% in average quantity (average levels in all three clusters); 10.8% were in low quantity (low internal and external motivation and high lack of motivation). Also, the research findings indicate that there is no difference between the academic achievement of gifted and normal students in motivational clusters
Leila mardali; alireza pirkhaefi; Mojtaba Sedaghati Fard
Abstract
The purpose of the study determine how this effectiveness of belief /motivational orientation and cognitive/personality creativity on promoting academic students achievement. The research method was quasi-experimental with pretest-Posttest with a control group (without follow-up period), the population ...
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The purpose of the study determine how this effectiveness of belief /motivational orientation and cognitive/personality creativity on promoting academic students achievement. The research method was quasi-experimental with pretest-Posttest with a control group (without follow-up period), the population statistical was a group of (all) students in the 11th grade of high school’s Tehran in 2019 -2020. Among them a sample group of 30 people was selected by random sampling method (15 people in the experimental group and 15 people in the control group) and motivational belief by Pintrich and DeGroot (1990), motivational orientation by Valrand (1992), Torrance cognitive creativity (Form B, 1993) and Abedi (1993) personality creativity questionnaire answered in two stages. Multivariate analysis of covariance was used to analyze the data. The results of analysis of covariance showed the variables of belief and motivational orientation and creativity personality the level (P<0.05), cognitive creativity and grade point average at the level of (P<0.01) have a significance difference between the control and experimental groups. The result indicate that educational interventions that improved academic students achievement. So schools can improve students in academic achievement by using educational intervention programs.
Ezatolah Ghadampour; Leila Mansouri
Abstract
The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic ...
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The present study aimed to compare the religious attitudes, self-efficacy and academic adjustment among undergraduated students based on sex, as well as the power of each variable in predicting academic achievement. The study population included all students of faculty of literature and humanity in Islamic Azad university, Izeh branch; during the academic year of 2015-16. This was correlational and comparative study. The research sample consisted of 274 students (130 male and 144 female), who were selected by stratified random sampling method. Religious Attitude Questionnaire (Golriz & Braheni, 1975), Self-efficacy Scale (Sherer & etal, 1982), Academic adjustment Questionnaire (baker & siryk, 1986) have been used for data collection. also student's average scores were used to measure academic achievement. The data was analyzed by ANOVA, Pearson correlation coefficient and stepwise multiple regression analysis. The result showed that there was significant difference between two groups of students in terms of academic self-efficacy and academic adjustment but there was no significant difference in their religious attitudes. The result of pearson correlation analysis indicated that there was no significant relationship between religious attitudes and academic achievement but there was significant relationship between self-efficacy, academic adjustment and academic achievement. stepwise regression analysis results also suggested that self efficacy and academic adjustment in female students and academic adjustment in male students are the most powerful predictors of academic achievement.
Madineh Rahmani Daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also The result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
madineh rahmani daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also, the result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
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
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
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
shadi alvari; hamid reza maghami
Abstract
The purpose of this study was to investigate the effect of learning community on social skills and academic achievement of students at Allameh Tabataba'i University in Tehran. Based on the main goal, the method of this study was pre-test, a two-group post-test (for social skills variable) and a two-group ...
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The purpose of this study was to investigate the effect of learning community on social skills and academic achievement of students at Allameh Tabataba'i University in Tehran. Based on the main goal, the method of this study was pre-test, a two-group post-test (for social skills variable) and a two-group post-test (for academic achievement variable). The population of this study was students of Allameh Tabataba'i University Faculty of Psychology of Educational Sciences. Among the statistical population, 14 people were selected as the subjects who were randomly assigned to experimental and control groups. The results of the covariance analysis test for social skills test were significant at 95% confidence level (P <0.05) and showed that the community of learning has an impact on social skills and increases it. The results of t-test showed that there is a significant difference between the level of academic achievement of students in the experimental and control groups, in other words, students who have been trained in the learning community method have had more academic achievement. It is suggested that teachers and educators use this method to improve the level of social skills and academic achievement of students at universities and institutions with community-based learning infrastructure infrastructures.
Mohammad Bagher Akbarpour Zangalani; Hossein Zare; Mahmood Ekrami; Hamid Maleki
Abstract
The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying ...
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The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group; however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.
Javad Mesrabadi; Akbar Alilou
Abstract
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency ...
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One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.
Ali Delavar; Niloofar Esmaeili; Saba Hasanvandi; Bagher Hasanvand
Volume 11, Issue 36 , July 2015, , Pages 59-78
Abstract
The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students ...
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The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students of grade 3 of high school of male and female sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with the use of multistage clustering sampling and regard to the capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation were conducted by multivariate regression with the use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.
hossein eskandari; Hamid Darrodi; Farzaneh Bahrami
Volume 11, Issue 35 , April 2015, , Pages 105-121
Abstract
Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential ...
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Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential as desirable and undesirable ones. This study examined the relationship between types of teacher authority and anxiety, depression and achievement. Two questionnaires were used to collect data: the first one a researcher- made questionnaire to examine teacher’s authority and second one a mental health questionnaire (with two subscales of anxiety and depression). All of the high-school female students in 1393, in Bojnord were the population of this study. 378 students were selected as the sample size. The results showed that there was no significant relationship between formal-existential authority of teachers and achievements of students. But, there was significant positive relationship between this kind of authority and depression and anxiety of students. There was a significant positive relationship between content-legal authority of teachers and students achievements, and there was a significant negative relationship between this kind of authority and depression. The findings had high integrity and were in keeping with our expectations of different types of authority. formal- existential authority as undesirable one had direct relationship with anxiety and depression, and content-legal authority as desirable one had direct relationship with achievement and indirect with depression. Teachers through content-legal authority and their scientific and moral personality, in addition of respecting to students’ independence, can play a role as a desirable example (osveye hasane). On the other hand, teachers through avoiding imposing formal-existential authority can lead educational process toward safe academic achievement, internal motivation and totally toward deeper educational flows.
rahim badri; mansur bayrami; Solmaz dabiri
Volume 10, Issue 33 , October 2014, , Pages 21-46
Abstract
Background: Students’ academic satisfaction and achievement as indicators of academic adjustment are important concepts in education, and important factors apart from cognitive abilities have considerable role on them. Aim: The purpose of present research was to study relation between two-dimensional ...
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Background: Students’ academic satisfaction and achievement as indicators of academic adjustment are important concepts in education, and important factors apart from cognitive abilities have considerable role on them. Aim: The purpose of present research was to study relation between two-dimensional perfectionism and achievement goals with academic satisfaction and achievement in form of a proposed model. Method: In this purpose, 319 students (140 boys and 179 girls) were selected by multi-stage cluster sampling among primary and secondary high school in region five of Tehran. They answered to Achievement Goal Orientation Questionnaire, Students’ Life Satisfaction Scale, and Child and Adolescent Perfectionism Scale. Data were analyzed by path analysis by using AMOS software. Result: The results showed that dimensions of perfectionism directly and indirectly affect on academic satisfaction and achievement. Also, achievement goals are effective on academic satisfaction and achievement as a mediator variable. Conclusion: Particular pattern of beliefs and motivation, the egocentric perfectionism and mastery goal orientation Causes academic satisfaction.
Mohammad Motaghed Larijani
Volume 10, Issue 31 , April 2014, , Pages 211-222
Abstract
This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected ...
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This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected using the multistage cluster sampling method. Then, the demographic information questionnaire and family assessment device (FAD) were administered for the purpose of examining performance of the sample group families, and the indices provided through administration of the questionnaires were analyzed and compared in terms of the students’ academic achievement considered based on their averages by means of a t-test and one-way ANOVA and SPSS application. The findings of data analysis suggest that the academic status of the students experiencing inefficient family atmosphere was significantly worsened. Furthermore, the students from the families experiencing weak economic conditions had more academic achievement vis-à-vis those coming from the families with high economic status. There was no significant relation between the students’ academic achievement and mothers’ educational background, and female students’ academic conditions were better than the male students’. The research results generally indicate that there is a significant relation between weak family performance and reduced academic achievement of the junior high school students.
HOSEYN TORBATI NEJHAD
Abstract
Background: Evaluation is one of the important pillars of education and an integral part of it. The education process is organized and interconnected that all components are working to achieve a certain goal. Objectives: This paper aims to identify the evaluation process from the perspective of the academic ...
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Background: Evaluation is one of the important pillars of education and an integral part of it. The education process is organized and interconnected that all components are working to achieve a certain goal. Objectives: This paper aims to identify the evaluation process from the perspective of the academic achievement of students, parents and educators have been trying to answer this question: is there significant difference between the views of the students, parents and teachers to the evaluation? Method: This study used a descriptive survey research. Field data collection methods and instruments used to collect data was researcher made questionnaire. Results: The main results of this study can be significant differences between the views of students, parents and teachers at optimum performance and efficiency evaluation of curriculum, teaching-learning process, learners’ evaluation of the status of natural and real life, learners’ mental health and hygiene and adaptation of evaluation system of Iran with assessment and evaluate standard system.
mohammad saeed ahmad
Abstract
Communication skills refer to skills with which people can involve in interpersonal interactions and communication process; that is, process in which people share their information, thoughts, and senses through verbal and nonverbal exchanges. The present research was done to study the effect of communication ...
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Communication skills refer to skills with which people can involve in interpersonal interactions and communication process; that is, process in which people share their information, thoughts, and senses through verbal and nonverbal exchanges. The present research was done to study the effect of communication skills training on self-esteem and academic achievement of male students of high-schools in Zanjan city. The research method was experimental with pre-test, post-test with a control group. The tools used in this research were the Cooper Smith Self-esteem Questionnaire (1986) and, the average student's marks in the semester and the UNISEF program for training communication skills (2004). The statistical population of the research included all of male high school students in Zanjan in the school year 2011-12. Among them 60 students were randomly selected by multi-stages cluster sampling method and divided into two experimental and control groups. The results gained by ANCOVA showed that there was a significant difference between experimental and control groups in self-esteem. Also the results showed that there was significant difference between experimental and control group in academic achievement of students. The training of communication skills was effective in improvement of self-esteem and academic achievement of students.
Mohammad Ali Tavakoli
Volume 9, Issue 28 , July 2013, , Pages 100-122
Abstract
The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional ...
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The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional descriptive study. The sample consisted of 600 students (281 females and 319 males) selected using cluster random sampling from a population of students of Islamic Azad University-Abadan Branch. The participants were assessed using Aitken Procrastination Inventory. The collected data were analyzed by t-test, ANOVA, correlation coefficient, and multivariate regression analysis, and with the help of SPSS 18. The findings showed that 14% of all students, 12% of female students, and 14.1% of male students had high levels of academic procrastination, while 70.8% of all students, 68.8 % of female student, and 68.7% of male students showed average levels of academic procrastination. Other results indicated that females and students who were interested to their fields of study showed lower levels of procrastination. The relationship between procrastination and age was not significant, but there was a negative relationship between procrastination and academic achievement. Moreover, students who studied in the morning and during the semester, as well as those who entered the University for gaining knowledge and skills showed lower levels of procrastination. The multivariate regression analysis showed that preferences of study time, interest in a field of study, academic achievement, and gender variables accounted for 22.6% of the variance in academic procrastination. Academic procrastination is highly prevalent among university students. This issue may affect different aspects of students’ education, health, and career prospects. Therefore, appropriate measures are recommended to diagnose and treat academic procrastination in university students.
Hadi Ja'farinejad; Esma'il Sa'dipour; Mehrdad Hajihassani; Hiva Muhammadjani
Volume 8, Issue 25 , October 2012, , Pages 36-56
Abstract
The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students ...
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The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students was chosen by cluster sampling. The sampled students were asked to fill out the Personality Five-Factor Questionnaire along with the Approaches and Skills of Study Questionnaire, and their semester average was used as the criterion of academic achievement.The results of the Pearson product-moment correlation coefficient showed that the relationship of neuroticism and surface approaches of studying with academic achievement was negative. The relationship between academic achievement and extroversion, agreeableness, conscientiousness and deep approaches of studying was positive. Academic achievement was not associated with openness to experience. Furthermore, the multivariate regression analysis indicated that deep and surface approaches of studying, neuroticism, conscientiousness and extroversion could predict the academic achievement. Students who are more extroverted, agreeable or conscientious and use deeper studying approaches experience more academic achievement.
mahmood najafi; golamreza dehshiri
Abstract
Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered ...
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Objective: the main aim of this research was to study the role of self- esteem, components of loneliness in prediction of students’ academic achievement. Method: The sample was 281 students (141 boys, and 140 girls) which were selected by clustering random sampling. The subjects were asked to answered the Loneliness Fillings Scale and Kooper Smith’s self-esteem Questionnaire. Results: The results showed that self-esteem and loneliness were significant predictors on academic achievement. Also, there was negative significant correlation between self esteem and loneliness. Other results showed that the mean scores of self esteem and affective symptoms of loneliness of girls were significantly higher than the boys’ mean scores. Conclusion: in sum, the results represented the importance and the role of need to self-esteem as a potential variable for helping to students in order to cope with their affective-social loneliness experiences and academic achievement.
mohamadali mohamadifar; mahmood najafi
Abstract
Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary ...
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Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary school. In this research we examined 108 students (boys and girls) of second grade of primary school in Tehran city. The students were selected by stratified random sampling method from four regions of Tehran department of education. Research tools in this research were one questionnaire and two Persian and Mathematical tests. The results showed that there is difference between students in academic achievement and test anxiety with considering evaluation type. In fact results showed that students evaluated with descriptive evaluation had upper scores in academic achievement and fewer scores in test anxiety. According to results, sex showed interaction with anxiety, and females with were characterized by higher scores on test anxiety. These findings are consistent with the view that descriptive evaluation is associated with high school performance and low test anxiety
Mojtaba Tamadoni (MA; Mohammad Hatami (PhD); Hadi Hashemi Razini (PhD student)
Volume 6, Issue 17 , July 2010, , Pages 66-88
Abstract
he aim of this study was to examine the relationship between general self efficacy, academic procrastination and academic achievement in university students. 161 male and 228 female students completed the general self efficacy scale (Sherer and Madox, 1982) and academic procrastination scale (Solomon ...
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he aim of this study was to examine the relationship between general self efficacy, academic procrastination and academic achievement in university students. 161 male and 228 female students completed the general self efficacy scale (Sherer and Madox, 1982) and academic procrastination scale (Solomon and Rathblom, 1984). The results showed that the average scores of male students were lower than of female students. The comparison of norms in procrastination scores on the academic functions in this study and previous research also showed that in all cases it was higher than previous norms. Pearson`s correlation showed that there is a meaningful and negative relationship between general self efficacy, academic procrastination and academic achievement of in university students. However, the multi variables analysis of variance revealed no statistically meaningful relationship among these groups.
Yadollah Khorramabadi(PhD); Ali Delavar(PhD)
Volume 5, Issue 15 , January 2010, , Pages 88-109
Abstract
This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic ...
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This research investigated the effect of component alternative assessment methods (performance and portfolio) onpre-university students' attitude and academic achievement in Khorramabad city.40male students were selected by cluster sampling.The School Attitude Assessment Survey-Revised (SAAS-R),chemic academic achievement test, chemic performance test and portfolio were used for gathering data. Data were analyzed by MANCOVA and ANCOVA. Results indicated that, students whose performances were assessed with alternative assessment did better in academic achievement on psychomotor and cognitive domains than those assessed with traditional methods. They had also more positive attitude than other ones toward school.