mihamad darini; Aliakbar aghajaniafrozi; neda tahmasbiroshan
Volume 16, Issue 56 , April 2022, , Pages 131-145
Abstract
The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample ...
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The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample consisted of 482 students of universities in Mazandaran province who were selected using stratified random sampling. The instruments of this study included the scales of measuring entrepreneurship education , attitude towards entrepreneurship (Jena, 202) and feeling of self-efficacy, entrepreneurial mentality and entrepreneurial intention (wardena et al., 2020) which after calculating the validity and reliability They were analyzed between the distribution sample and the data using a structural equation model. Findings showed that entrepreneurship education had a positive and significant effect on self-confidence, mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and self-confidence had a positive and significant effect on mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and so on. Emotionally, behavioral attitude had an effect on entrepreneurial intention but cognitive dimension did not affect entrepreneurial intention. Because, education can be the bedrock for the development of skills and abilities of entrepreneurs, and this factor, by affecting people's attitudes about their capabilities, increases their sense of self-efficacy and a positive mentality towards entrepreneurship. Creates in them and strengthens their entrepreneurial intention
Saeid Mohanna; siavash talepasand; Shahla Rostami
Volume 14, Issue 48 , April 2020, , Pages 7-22
Abstract
The purpose of this study was to provide a structural model for testing the structural relationships between academic identity, internal motivation and self-efficacy as predictors of deep cognitive engagement among students. Participants were all students of Semnan University. The sample consisted of ...
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The purpose of this study was to provide a structural model for testing the structural relationships between academic identity, internal motivation and self-efficacy as predictors of deep cognitive engagement among students. Participants were all students of Semnan University. The sample consisted of 400 students (204 boys and 196 girls) who were selected by stratified random sampling. Participants completed questionnaires of Self-Regulation Learning Strategies Questionnaire of Pintrich and DeGroot (1990), Study process questionnaire of Biggs, Kember and Leung (2001) Vallerand's Motivation Inventory Questionnaire, and Osborne's Educational Identity Questionnaire (1997). Data were tested using structural equation method. The results indicated that the educational identity pathway on deep cognitive engagement, academic identity on self-efficacy and internal motivation on deep cognitive engagement was significant and positive. The indirect effect of academic identity on deep cognitive engagement was positive and significant through self-efficacy and academic motivation. Therefore, in order to increase deep cognitive engagement, attention should be paid to motivational orientations, academic identity, and self-efficacy beliefs of students. The implications of the findings were discussed.
Friba Tabe Bordbar; maryam shafiei sarvestani; Seyyed Rohallah Mousavi poor
Abstract
One of the main tasks of the educational centers is the training of human resources equipped with future knowledge, who, in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles ...
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One of the main tasks of the educational centers is the training of human resources equipped with future knowledge, who, in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles and research self-efficacy of students on their future research capability.To this end, 220 students of public universities in Shiraz were selected by cluster sampling method and evaluated by Wark's learning styles questionnaire (1998), research self-efficacy (Salehi, 2011) and future research capability (Parsa et al., 2011). Correlation coefficients showed that there is a correlation between dimensions of learning styles as the exogenous variables of the model with research self-efficacy and future research capability. Moreover, among learning style dimensions, auditory and reading-writing styles had direct and significant effects in increasing the capability of future research. In addition to direct effects, research self-efficacy could interfere with the relationship between learning styles and future research capability. The results of this research show that learning styles and research self-efficacy can affect students' learning outcomes. Therefore identifying obvious and hidden variables in the classroom can lead to raising the level of knowledge and the learner's capability to create knowledge and predict the future.
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.
Noorgaldi Yazdani; Hqamzeh Ganji; Hassan Pashasharifi; Khadijeh Abolmaali
Volume 12, Special Issue , June 2018, , Pages 195-214
Abstract
The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation ...
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The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation model. The statistical population consisted of all secondary school students in Bojnourd who were studying in the academic year of 1399- 1395. The multi-stage cluster sampling method was used. The test anxiety questionnaire (Abolghasemi et al., 1996) was designed to measure the variables The questionnaire of intelligence beliefs by Abdolfattah and Yeats (2006), the test anxiety questionnaire (TAI), NEO-FFI, metacognitive awareness scale (Mokhtari and Richard, 2002), Morgan and Jinns's academic self-efficacy scale (1999) used. The results showed that all factor loads of the markers are meaningful on their own variables. Also, all of the direct path coefficients of the exogenous variables including personality traits, intelligence beliefs and metacognitive awareness to academic self-efficacy, and academic self-efficacy to test anxiety were significant at the alpha level of 0.05. In addition, the model could account for more than 58% of academic self-efficacy and 30% of test anxiety changes. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety were significant through academic self-efficacy.
Mozhgan Seifi; Ghader Bazarovich
Volume 12, Special Issue , June 2018, , Pages 1261-1270
Abstract
The purpose of this study was to prediction of academic achievement and self-efficacy based on parenting styles of high school students of Tajikistan Dushanbe city. The study design was descriptive correlational type and the study statistic population included all high school students in the 2012-2013 ...
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The purpose of this study was to prediction of academic achievement and self-efficacy based on parenting styles of high school students of Tajikistan Dushanbe city. The study design was descriptive correlational type and the study statistic population included all high school students in the 2012-2013 first semester in Dushanbe city with the quantity of 10000 which through them 300 subjects from 6 schools who were eligible to enter the study, were selected via multistage sampling. The study tools were Baumrind Parenting Styles Questionnaire (1990), Sherer, Maddux, Mercandante, Prentice- Dunn, Jacobs’s et al. General Self-Efficacy Scale (1982) and means of students. The results showed authoritative parenting styles (β=0.508, P=0.001), authoritarian parenting style (β=-0.132, P=0.016), and permissive parenting style (β=-0.135, P=0.001), predict academic achievement. The results showed authoritative parenting styles (β=0.405, P=0.001), authoritarian parenting style (β=-0.321, P=0.001), and permissive parenting style (β=-0.113, P=0.001), predict self-efficacy. Based on these results, development of effective educational programs and family counseling methods to enhance the achievement of the best parenting style and self-efficacy among families is recommended.
Esmaeil Sadipour; Zohreh Molaee; Amir Reza Vakilifard
Abstract
The main purpose of this research was to develop a motivational model for Persian language learners as a second language (L2). To do this, a correlation research design has been selected with a simple random sampling method and sample size of n=242 among all of Persian instruction center of Imam Khomeini, ...
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The main purpose of this research was to develop a motivational model for Persian language learners as a second language (L2). To do this, a correlation research design has been selected with a simple random sampling method and sample size of n=242 among all of Persian instruction center of Imam Khomeini, International University language learners on first semester of 2016-2017. The applied instrument was an author made, Persian Language Motivational Self-System questionnaire in four items of ought-to Self, Persian language, Self-Efficacy, Persian Learning Experience & Motivated Learning Behavior. The instrument reliability here, Cronbach’s alpha was 0.90 & it’s content validity mean was, CVR=0.95 which had been estimated with confirmatory factor analysis method. The results of regression analysis affirmed a significant effect of learning experience on self-efficacy, and also effect of learning experience on motivated learning behavior, Ought-to self on motivated behavior and self-efficacy on motivated behavior. However, the ought-to self, had no significant effect on self-efficacy. The most powerful effect has been reported in the case of learning experience and secondly self-efficacy on motivated behavior. The indirect effect of ought-to self on motivated behavior via self-efficacy was not significant, the indirect effect of learning experience on motivated behavior via self-efficacy was significant.
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Volume 9, Issue 31 , August 2016, , Pages 1-18
Abstract
The purpose of this study was to determine the relationship between control and self-efficacy with academic motivation in students. The statistical population of the study consisted of all students of state-of-the-art undergraduate and graduate high school students who studied in Tehran during the academic ...
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The purpose of this study was to determine the relationship between control and self-efficacy with academic motivation in students. The statistical population of the study consisted of all students of state-of-the-art undergraduate and graduate high school students who studied in Tehran during the academic year of 93-92. A multistage cluster sampling method was used to select the sample. According to the research plan, 200 people were selected and responded to the scale of academic motivation (Valerand et al., 1989), internalism, powerful people and luck (Levinson, 1981) and generalized self-efficacy questionnaire (Jayge et al., 1998). The results of regression analysis showed that the two variables of control and self-efficacy were able to explain 13% of internal motivation variance, 7% of external stimulation variance and 9% of non-motivational variance. Finally, the findings were discussed based on the importance of academic motivation in students' academic achievement.
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Volume 10, Issue 32 , July 2016, , Pages 124-143
Abstract
The main purpose of this study was to compare social problem solving, impulsivity and self-efficacy in bullying and normal students. To achieve this goal, among the statistical population of the present study, which included all the bullying and normal students of Ardabil schools in the period of 1963-94, ...
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The main purpose of this study was to compare social problem solving, impulsivity and self-efficacy in bullying and normal students. To achieve this goal, among the statistical population of the present study, which included all the bullying and normal students of Ardabil schools in the period of 1963-94, 60 students were selected by multistage cluster sampling as two groups (30 normal students and 30 bullying students). Long and Cassidy Social Problem Solving Questionnaires, Barracat Impact Scale and Sherer Self-efficacy Questionnaire were used to collect data. The method of this study was comparative. For analyzing the data, multivariate analysis of covariance was used. The results showed that there is a significant difference between the bullying and normal students in terms of solving social problem, self-efficacy and impulsivity. This means that bullying students were at a lower level in terms of solving social problems and self-efficacy than ordinary students, but they were high in terms of impulsivity. According to the findings of this study, it can be concluded that solving social problem, impulsivity and self-efficacy act as an important psychological factor in predicting bullying, and paying attention to them can play an important role in preventing bullying in students
