nasim saeed; farzaneh dortaj
Abstract
The purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in distance education students. This research was conducted in a descriptive-correlative way in the academic year 2016-2017. The research sample consisted of 196Payamnoor university students ...
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The purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in distance education students. This research was conducted in a descriptive-correlative way in the academic year 2016-2017. The research sample consisted of 196Payamnoor university students who passed electronically some of their courses in a distance education. They were selected through convenient sampling and responded to emotional intelligence Shring (1992), academic self-efficacy Jenkins& Morgan (1999) and anxiety Beck (1998) questionnaires. Data were analyzed using regression analysis. The results of this study showed that there are an inverse and significant relationship between the components of emotional intelligence and academic self-efficacy and anxiety variable, which means that by increasing the level of the components of emotional intelligence and academic self-efficacy, anxiety levels are reduced. Also, Furthermore, the components of self-awareness and social skills of emotional intelligence, and talents and components of academic self-efficacy had the highest potential for predicting anxiety, respectively. According to the results of this study and considering that the promotion of emotional intelligence and academic self-efficacy are related to the reduction of anxiety and anxiety is one of the reasons for mental health disorder and reduction of students' learning ability, these areas should be strengthened.
Zohreh Sayadpour; Marjan Sayadpour
Abstract
The purpose of this study was to investigate the effects of cooperative learning on academic achievement motivation and anxiety. The design of research was experimental design with pre-test and post-test with control group. From district 5, by cluster sampling, two sixth grade from two different girl’s ...
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The purpose of this study was to investigate the effects of cooperative learning on academic achievement motivation and anxiety. The design of research was experimental design with pre-test and post-test with control group. From district 5, by cluster sampling, two sixth grade from two different girl’s schools were selected as the experimental group (N = 40) and the control group (N = 40). In pre-test both groups completed the Spence Children's Anxiety Scale (2003) and Hermans Academic Achievement Questioner (1970). Then, in the experimental group, all courses were provided with cooperative learning method for two months. While control group was taught in the traditional way. After two months both groups completed the Spence Children's Anxiety Scale (2003) and Hermans Academic Achievement Questioner (1970). By using analysis of covariance, the results showed that cooperative learning reduced students’ anxiety and increased academic achievement motivation (p<0/001). The implication for using collaborative learning by teachers in the classrooms to reduce anxiety and increase academic achievement motivation was also discussed.