shiva alipour katigari; hasan heidari; mohamad narimani; Hossein Davoody
Volume 14, Issue 48 , April 2020, , Pages 23-39
Abstract
The purpose of this study was to compare the effectiveness of the participatory and traditional teaching methods on academic etiquette, self-efficacy and self-regulation in students. The research method was a pretest-posttest design with a test group and a control group. The statistical population of ...
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The purpose of this study was to compare the effectiveness of the participatory and traditional teaching methods on academic etiquette, self-efficacy and self-regulation in students. The research method was a pretest-posttest design with a test group and a control group. The statistical population of this study was all boys of the 7th grade students who studied in the 2nd district of Rasht in the academic year 98-97 in public and non-governmental schools and 1320 people were in charge of the education department. The sample group, 40 students from the 7th grade, were selected randomly in cluster sampling and replaced in two groups (control and experiment). At first, self-esteem, self-efficacy and self-control questionnaires were used for both groups (pre-test). Subjects in the intervention group received a participatory training program in the form of 8 sessions of 90 minutes and one week, while the control group received the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (retest). Findings showed that the implementation of participatory teaching method has a significant effect on academic eagerness (p <0/01); implementation of participatory teaching method has a significant effect on self-efficacy (p <0.01) and the implementation of participatory teaching method on self-regulation, Has a significant effect (p <0.01).
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.
farah abasian; masood sadeghi; ezatollah ghadampour
Abstract
Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive ...
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Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive female students in second-grade high school in Kerman. This research is applied in terms of its purpose and in terms of how to collect experimental data such as quasi-experimental, pseudo-test, post-test, and control group. The statistical population of this study includes maladaptive female students in Secondary Schools in District 2 of Kerman. The research sample was 30 maladaptive students who were identified by incompatible high school students' compatibility test and then divided randomly into two experimental and control groups (each group of 15). They were the experimental group received 8 sessions of 90 minutes’ self-regulation strategies and the control group did not receive any training during this period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. The results showed that self-regulation strategies training had a significant effect on academic self-efficacy and academic adjustment of maladaptive students at the level of P <0.01. Self-regulation training to use cognitive strategies and meta-cognitive strategy is presented to maladaptive students, in order to lessen the academic inconsistency and academic self-efficacy of such students.
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.
Yasamin Zeynab Zahmatkesh; Fariborz Dortaj; Naser Sobhi Gharamaleki; Ali Reza Kiamanesh
Volume 12, Special Issue , June 2018, , Pages 13-26
Abstract
The purpose of this study was to investigate the effectiveness of mindfulness education on increasing the capacity of working memory and academic self-efficacy of female students. Method: This research is a fundamental research part of the research. The quasi-experimental research method is. The ...
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The purpose of this study was to investigate the effectiveness of mindfulness education on increasing the capacity of working memory and academic self-efficacy of female students. Method: This research is a fundamental research part of the research. The quasi-experimental research method is. The statistical population of this study included all secondary high schools in district 5 of Tehran in academic year 97-96. Accordingly, the participants were divided into two groups (15 people) and control (15 people) and tested according to the pre-test post-test design with the control group. Then, a test of data processing (2000) and a self-efficacy test (Sherer, 1978) were performed as a pre-test. After running an independent variable of 8 sessions, they were again performed as a post-test. Results: The results of covariance analysis showed The training of mindfulness skills led to increased work memory and academic self-efficacy in students. Conclusion: The results of data analysis showed that increasing the skill of mindfulness can increase the capacity of working memory and academic self-efficacy of students. The change in students' beliefs toward positive and increasing their self-education is the result of cognitive training and mindfulness.
zahra baghi; Omid Shokri; jalil fathabadi; mahmood heidari
Abstract
This study examined the causal relationships model of antecedents and consequences of achievement goal orientations among university students. On a sample consisting of 300 students (150 males 150 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Parent Goal Emphases (PPGE), the ...
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This study examined the causal relationships model of antecedents and consequences of achievement goal orientations among university students. On a sample consisting of 300 students (150 males 150 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Parent Goal Emphases (PPGE), the Achievement Goal Questionnaire-Revised (AGQ-R), the Stress Appraisal Measure-Revised (SAM-R) and the Achievement Emotions Questionnaire-Short Form (AEQ-SF) were administrated. Results showed that there is a positive significant correlation between academic self-efficacy and perceived parent mastery goal emphasis with students' mastery goal orientation and a positive significant correlation between self-efficacy and perceived parent performance goal emphasis with students' performance goal orientation. Results also showed that there is a positive significant correlation between mastery goal orientation with adaptive appraisal and a negative significant correlation with non-adaptive appraisals and there is a positive correlation between performance goal orientation with non-adaptive appraisal and a negative correlation with adaptive appraisal. Also, results indicated that there is a positive correlation between adaptive appraisal with positive emotions and a negative relationship with negative emotions and there is a positive correlation between non-adaptive appraisal with negative emotions and a negative correlation with positive emotions. On the one hand, these finding show that the self-efficacy beliefs and perceived parents' goal emphases have important role in prediction of students' goal orientations. On the other hand, these findings emphasis on the role of students' goal orientations in prediction of cognitive appraisals and achievement emotions for them.
