Mohammad Borna; Mahboobeh Fouladchang
Abstract
The purpose of this study was to examine the effect of connectives instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task valueamong students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. ...
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The purpose of this study was to examine the effect of connectives instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task valueamong students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in four classes that were selected by available sampling method and then completed the part of motivational beliefs of MSLQ (1991), too. The results showed the connectivisminstructional method was significantly more effective than grammar-translation instructional method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for increasing the self-efficacy and task valueof students by increasing of social interactions and diversity for choosing of tasks. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic self-efficacy and task valueas a foreign language for the students.
Mehraneh Soltaninejad; Kavoos mahmudi
Abstract
The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected ...
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The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected by the random multistage cluster sampling method. To collect the data, the Math Self-efficacy Scale (Usher & Pajares, 2009), the Task Value Scale (Pintrich et al., 1991), and the attitude toward mathematics scale (Lim & Chapman, 2013) were used. Path analysis results showed that self-efficacy had direct (0.63) and indirect (0.12) effects on the attitude toward mathematics. Additionally, the direct effect of task value on attitude toward mathematics (66/0), and its mediating role in the relationship between self-efficacy and attitude toward mathematics were significant (0.19). In short, these variables explained 0.48% of the variance of attitude toward mathematics. The study findings indicated the importance of self-efficacy and task value in students' attitude toward mathematics.
