zohreh sayadpour; fariborz Dortaj; Alireza Kiamanesh
Volume 15, Issue 52 , March 2021, , Pages 7-16
Abstract
This study aimed to investigate the role of social support and life satisfaction in academic burnout. The research method was correlation. From Islamic Azad University of Tehran, 393 students selected by cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (MBI-SS, Schaufeli ...
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This study aimed to investigate the role of social support and life satisfaction in academic burnout. The research method was correlation. From Islamic Azad University of Tehran, 393 students selected by cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (MBI-SS, Schaufeli et al., 2002), Satisfaction with Life Scale (SWLS, Diner et al., 1985) and Multidimensional Scale of Perceived Social Support (Zimet et al., 1988). Data were analyzed using regression analysis. The results showed that social support (β = -0.131, P≥0.020) and life satisfaction (β = -0.229, P≥0,000) had a significant and inverse effect on academic burnout. The findings also showed that Social support and life satisfaction explained 14% of the variance in academic burnout. According to the findings, academic burnout decreases with increasing social support and life satisfaction. Therefore, supporting student by family, friends, and the educational environment, as well as strategies that increase life satisfaction, can reduce students' academic burnout, which is an important factor in dropout.
Zahra Bahari; Alireza Kiamanesh; Mohammad Hossein Abdolahi
Volume 14, Issue 50 , October 2020, , Pages 7-20
Abstract
The ability to self-regulate is one of the most important factors in relation with many positive psychological outcomes and should be fostered especially in students. The aim of the present study was to test the effectiveness of executive functions education on self-regulation base on mediator role of ...
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The ability to self-regulate is one of the most important factors in relation with many positive psychological outcomes and should be fostered especially in students. The aim of the present study was to test the effectiveness of executive functions education on self-regulation base on mediator role of planning. The research design was semi-experimental design with pretest-posttest with control group. The statistical population of this study was all students in the fifth, sixth and seventh grade in the 2nd district of Tehran. The participants were 40 students who were enrolled in schools in academic year of 2018-19. These participants selected through convenience sampling. In the experimental group, 20 students received 8 sessions of 90 minutes of training, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of MIMIC model. From significant findings of this study, we can mention the fitting of conceptual model as well as the direct and indirect effect of executive functions education on self-regulation. In sum the fitting model showed the importance of training and mediator variable.
Yasamin Zeynab Zahmatkesh; Fariborz Dortaj; Naser Sobhi Gharamaleki; Ali Reza Kiamanesh
Volume 12, Special Issue , June 2018, , Pages 13-26
Abstract
The purpose of this study was to investigate the effectiveness of mindfulness education on increasing the capacity of working memory and academic self-efficacy of female students. Method: This research is a fundamental research part of the research. The quasi-experimental research method is. The ...
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The purpose of this study was to investigate the effectiveness of mindfulness education on increasing the capacity of working memory and academic self-efficacy of female students. Method: This research is a fundamental research part of the research. The quasi-experimental research method is. The statistical population of this study included all secondary high schools in district 5 of Tehran in academic year 97-96. Accordingly, the participants were divided into two groups (15 people) and control (15 people) and tested according to the pre-test post-test design with the control group. Then, a test of data processing (2000) and a self-efficacy test (Sherer, 1978) were performed as a pre-test. After running an independent variable of 8 sessions, they were again performed as a post-test. Results: The results of covariance analysis showed The training of mindfulness skills led to increased work memory and academic self-efficacy in students. Conclusion: The results of data analysis showed that increasing the skill of mindfulness can increase the capacity of working memory and academic self-efficacy of students. The change in students' beliefs toward positive and increasing their self-education is the result of cognitive training and mindfulness.
Noushin Derakhshan; Ali Akbar Seif; Ali Reza Kiamanesh; Hassan Ahadi
Volume 12, Special Issue , June 2018, , Pages 45-67
Abstract
انگیزش مهمترین شرط یادگیری است و نقش معلمان در ایجاد آن بسیار حائز اهمیت میباشد. این پژوهش با هدف بررسی اثربخشی آموزش رفتارهای صمیمیت و نزدیک شدن کلامی و غیرکلامی ...
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انگیزش مهمترین شرط یادگیری است و نقش معلمان در ایجاد آن بسیار حائز اهمیت میباشد. این پژوهش با هدف بررسی اثربخشی آموزش رفتارهای صمیمیت و نزدیک شدن کلامی و غیرکلامی مدرسان بر انگیزش حالتی دانشجویان انجام گرفت. پژوهش حاضر از نوع نیمه آزمایشی با طرح پیشآزمون – پسآزمون با گروههای همارز بود. آزمودنیهای این پژوهش عبارت بودند از 300 نفر از دانشجویان دختر و پسر مقطع کارشناسی دانشگاه پیام نور مرکز میانه و همچنین 30 نفر از مدرسان همان دانشگاه در نیمسال اول سال تحصیلی 95 – 1394 که در دو مرحله انتخاب شدند. در مرحلهی اول مدرسان به روش نمونهگیری هدفمند و در مرحلهی دوم دانشجویان از طریق روش نمونهگیری تصادفی انتخاب شدند. 30 نفر از مدرسان به روش همتاسازی در دو گروه آزمایش و کنترل قرار گرفتند. ابزارهای مورداستفاده عبارت بودند از: پرسشنامههای محقق ساختهی صمیمیت کلامی، صمیمیت غیرکلامی، و انگیزش حالتی تحصیلی، و همچنین بستهی آموزشی رفتارهای صمیمیت کلامی و غیرکلامی. برای اجرای این پژوهش ابتدا از همهی گروهها پیشآزمون صمیمیت کلامی، صمیمیت غیرکلامی، انگیزش حالتی به عمل آمد. سپس به گروه مداخله در طی پنج جلسهی 90 دقیقه‌ای آموزش رفتارهای صمیمیت کلامی و غیرکلامی داده شد. در پایان نیمسال تحصیلی پس‌آزمون‌ها اجرا شد. ﺑﺮای ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ علاوه بر آﻣﺎر ﺗﻮﺻﯿﻔﯽ از آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ ﺷﺎﻣﻞ آزمون تی مستقل و تی وابسته و همچنین ﺗﺤﻠﯿﻞ ﮐﻮواﯾﺎﻧﺲ اﺳﺘﻔﺎده ﺷﺪ. یافتهها نشان داد که آموزش رفتار صمیمیت به مدرسان انگیزش حالتی آزمودنیها را به‌طور معناداری افزایش می‌دهد. دلیل این امر نیز از طریق مدل انگیزشی و مبانی نظری قابل تبیین است. پیشنهاد اصلی حاصل از نتایج پژوهش این است که به مدرسان آموزشهای لازم در خصوص رفتارهای صمیمیت ارائه شود تا انگیزش حالتی در یادگیرندگان افزایش یابد.
adibeh barshan; saeed safaei movahhed; ali moghadam zadeh; Valiollah Farzad; Alireza kiamanesh
Abstract
The purpose of this study was to determine Effective Factors on the Formation of learning transfer to work environment in in-service training of the Kerman copper industry by using a qualitative approach and a Content analysis method. Semi-structured interviews were used to collect data. The population ...
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The purpose of this study was to determine Effective Factors on the Formation of learning transfer to work environment in in-service training of the Kerman copper industry by using a qualitative approach and a Content analysis method. Semi-structured interviews were used to collect data. The population of the study consisted of employees and workers of the copper industry in Kerman province. According to the data saturation level, 17 of them were selected by using purposeful sampling method. Content analysis was used to analyze the data. The validity of the research findings was guaranteed by the members' survey methods and multi-stratified data sources. The results of this study showed that Effective Factors on the Formation of Learning Transfer are placed in three categories, individual factors (self-efficacy, motivation, learner's readiness and attitudes), organizational factors (Transfer environment and organizational justice) and educational factors (Educational Strategies).
Baharak Hamedi; Ali Akbar Seif; Alireza kiamanesh
Abstract
In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students ...
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In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students of 8th grade of district 5 Tehran city in 1395-96, and selected by cluster sampling method and randomly selected in 2 experiment groups & 2 control groups (a total of 4 groups). In the pre and post-test, subjects evaluated using the researcher - made test, comprehension and Friedban anxiety Questionnaire (1997). Experimental groups taught to training basic techniques of close reading during 8 sessions. During this period, the control groups did not receive this training. The results were analyzed using Covariance analysis showed as a result of close reading training there is a significant difference in the comprehension and anxiety of the test in the experimental groups than control groups in pre and post-test (p<0.05). Therefore, close-reading strategies training can increase comprehension scores and have a reduction effect on students ' anxiety test. Due to its usefulness, it can used as a study method in schools.
