Atefe Kamaei; parviz Asgari; Alireza Heidari; Farah Naderi; Behnam Makvandi
Volume 14, Issue 48 , April 2020, , Pages 109-125
Abstract
The purpose of this study was to determine the causal relationship between achievement goals and academic performance through mediating of academic buoyancy in secondary high school girl students in Ramhormoz. The research method was descriptive correlational. The study population consisted of all secondary ...
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The purpose of this study was to determine the causal relationship between achievement goals and academic performance through mediating of academic buoyancy in secondary high school girl students in Ramhormoz. The research method was descriptive correlational. The study population consisted of all secondary high school girl students during the academic year of 2018. From this population, 302 students were selected by multistage cluster sampling. The instruments used included the achievement goals scale of Middleton & Midgley (1997), academic buoyancy scale of Hossein Chari and Dehghanizadeh (2012) and the students' average as an academic performance index. The data were analyzed using correlation matrix and path analysis statistical methods using Spss18 and Amos 23 software. The results showed that both variables of achievement goals (goals of master, performance and avoidance) and academic buoyancy had a direct effect (p
Mohammad Reza Askari; Behnam Makvandi; abdolkazem neisi
Abstract
The purpose of this study was to compare academic engagement, academic self-efficacy and achievement with academic performance in gifted second-degree high school students (males and females) in Ahwaz city. This research was a causal-comparative study. The sample included 300 gifted students (140 gifted ...
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The purpose of this study was to compare academic engagement, academic self-efficacy and achievement with academic performance in gifted second-degree high school students (males and females) in Ahwaz city. This research was a causal-comparative study. The sample included 300 gifted students (140 gifted males and 160 gifted females) who were selected by stratified random sampling. The required data were collected from three educational questionnaires namely Zarang Questionnaire (2011), Mauritius Academic Self-efficacy Questionnaire (2001), and Midgley Development Goals Questionnaire (1998). The collected data were analyzed using statistical methods such as multivariate analysis of variance and One-variable. The findings of the study showed that gifted boys had lower mean than gifted girls did in three components of cognitive, behavioral, and motivational involvement and the self-efficacy of gifted boys was lower than the gifted girls was. The goals of achievement in the components of the goals of mastery and advancement of gifted students were averagely low and showed a high average for the gifted boys in the avoidance goals.Significant differences were found between the gifted- female students and the gifted-male students in all variables. This difference was significant at the 0.001 level. As a result, based on the findings, the gifted-male students that needs educational attention and individual efforts.
Ahmad Mirzabeigi; Saeed Bakhtiarpour; Zahra Eftekhar saadi; Behnam Makvandi; Reza Pasha
Volume 12, Special Issue , June 2018, , Pages 1085-1104
Abstract
The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students ...
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The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students of secondary schools in the city of Ilam in the academic year 1395-1396 and the sample size was determined by the Crecy and Morgan table, and 374 students were enrolled. Of these, 187 are boys and 187 are girls. The sampling method was applied to multimodal cluster sampling according to the educational areas of Ilam city, which completed the Humphrey Humor Achievement Motivation (2000) and Hussein Chari and Dehghanizadeh (2012) Dimensions of feelings of belonging to the Brave and Betty School (2005). Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were used to analyze the data. The results of this study showed that there was a significant difference between male and female students of secondary schools in Ilam in terms of belonging to peers, teacher support, school justice, school communication, academic participation, and academic achievement motivation and academic vitality. So, the variance of social cohesion, 1.2% of the variance of peers, 2.1% of the variance of teacher support, 2.7% of the variance of justice in school, 1.4% of the variance of communication in school, 0.9% of the variance of scientific participation, 4 / 7% of the variance of academic achievement motivation explained 1.3% of variance in academic vitality and female students were compared to male students Lamps are above a relative advantage.
