روانشناسی یادگیری
elaheh hejazi; mahsa salehnajafi; fahimeh abbasi
Abstract
This study aimed to investigate the factors affecting the personal best goals of students in both class level and student level. Therefore, 600 high school students from 20 schools participated in the study. The variables were selected from student level (educational optimism and task value) and class ...
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This study aimed to investigate the factors affecting the personal best goals of students in both class level and student level. Therefore, 600 high school students from 20 schools participated in the study. The variables were selected from student level (educational optimism and task value) and class level (perceived autonomy support, perceived structure and perceived involvement). The results of multilevel analysis revealed that in the student level there is a positive and significant relationship between students trust toward teachers, student’s identification with school, task value and personal best goals. In the class level, perceived autonomy support, perceived structure and involvement had a positive and significant relationship with students’ personal best goals. Overall, the findings emphasized the role of the student level and class level factors on students' personal goals. The level-1 predictors accounted for 49% of the student-level variance and the level-2 predictors accounted for 88% of the class-level variance.
Maqsood Amin Khandaqi; Maliheh Rajee
Volume 9, Issue 28 , July 2013, , Pages 16-40
Abstract
Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the ...
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Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the academic year of 2010-211 by using Morgan's formula and completed "learning styles" and "teaching styles" questionnaires. The results show that many subjects are inclined towards active teaching style and have assimilation and convergent learning styles. In addition, students preferring active teaching style have often divergent learning style. It is suggested that instructors use active teaching methods and consider various techniques when designing their instructions in order to make students skillful in various learning styles and provide opportunities for their academic achievements.
