Elaham Tabatabai adnan; Ali Jalili shishavan; Hossin Bigdeli; Zohreh Moosazadeh
Volume 15, Issue 53 , June 2021, , Pages 139-149
Abstract
This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the ...
Read More
This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the Goal Orientations for Teaching (GOT: Butler, 2007), the Achievement Emotions Questionnaire for Teachers (AEQ Teacher: Frenzel et al., 2010), and the Utrecht Work Engagement Scale (UWES-9: Schaufeliet al., 2006). Data analysis was performed by structural equation modeling. The results showed that mastery goal orientation positively predicts teachers' job engagement both directly and indirectly through the mediation of positive teaching emotions. In contrast, work-avoidance goal orientation negatively predicts job engagement both directly and through positive emotions. Also, ability-approach and ability-avoidance goal orientations predicted more job engagement only indirectly and mediated by positive emotions. Despite the significant direct effect of mastery goals and work avoidance goals on the teaching of negative emotions, but this emotion did not have a significant effect on teachers' job engagement. These results highlighted the role of adaptive goal orientations in increasing and in contrast, maladaptive goal orientations in reducing teachers' job engagement.
Haniyeh Yavari; Ali Jalili Shishavan
Volume 14, Issue 51 , January 2021, , Pages 175-190
Abstract
Aim: The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability. Method: This study was a research design was quasi experimental with pretest-posttest and control group. The statistical ...
Read More
Aim: The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability. Method: This study was a research design was quasi experimental with pretest-posttest and control group. The statistical population included p students with learning disability in Hamadan city in academic year 2018-2019. 30 students with learning disability were chosen as samples and randomly were divided in 2 groups of individuals as control and experimental. Initially, the pretest was performed on two groups. The experimental groups practiced the brain based learning 8 session and 60 minutes in each session. Then, post-test was performed for them. For data collecting, questionnaire of memory measure of everyday memory functioning of Geurten, Majerus, Lejeune and Catale (2018), academic help seeking scale of Ryan and Pintrich (1997) and Colorado learning difficulties questionnaire Willcutt, Boada, Riddle, Chhabildas, DeFries and Pennington (2011) were used. Data analysis was done by using multivariate analysis of multi covariance. Results: Statistical data analysis illustrated brain based learning that amounts of everyday memory functioning and academic help seeking were significantly improve in experimental than control group (p < 0/05). Conclusion: brain based learning might be an efficient way to improve everyday memory functioning and academic help seeking of students. Also, teachers can use this educational approach for improving problems students with learning disability. Keywords: brain based learning, everyday memory functioning, academic help seeking, learning disability.
