Journal of Research in Educational Systems

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 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.

Abstract The aim of this study was to test the relationship between knowledge management strategies (knowledge application, sharing and retrieval) with individual and organizational learning capacities in Tehran’s male secondary schools within 2014-2015 academic year. The research methodology was correlation. Participants were 235 male secondary school teachers who were selected by using cluster sampling method. Measures included knowledge management processes (cheng, 2012), individual and organizational learning capacities (Sallis & Jones, 2002). The Data were analyzed based on structural equation model (path analysis model) and by SPSS 19 and LISREL 8.8 software. The results showed that there was a positive relationship between knowledge sharing with individual learning capacity and organizational learning capacity. Meanwhile, knowledge application directly effects on the individual learning capacity while knowledge retrieval has an impact on organizational learning capacity. But no interaction relationship was established between individual learning capacity and the organizational one (mediator variables).