Journal of Research in Educational Systems

Abstract Objective: Today, high-level education, achieving professional and career goals in the daily life cycle of many people are considered natural. In the meantime, academic adjustment as one of the general dimensions of psychosocial adjustment has always been of interest to researchers in the field of education, so this study was conducted with the aim of investigating the mediating role of academic self-efficacy in the relationship between self-worth and self-criticism with students' academic adjustment. Method: The research method was descriptive-correlational. The statistical population included second and third year students of the Faculty of Science of Yazd University who were studying in the academic year 1402-1403 and consisted of 800 students. To select a sample from the aforementioned population, 300 students were selected using the convenience sampling method. All students responded to the Self-Esteem Resources Scale (Crocker, et al., 2003), the Self-Criticism Levels Scale (Thampson & Zuroff, 2004), the Student University Adjustment Questionnaire (Baker & Siryk, 1984), and the Self-Efficacy Questionnaire (McIlroy & Bunting, 2001). Data analysis was performed using structural equation modeling. Results: The results showed that the direct relationship between academic self-efficacy and academic adjustment (0.675), self-esteem with academic self-efficacy (0.548), and self-criticism with academic self-efficacy (-0.77) was significant (p<0.05). Also, based on the Sobel test, since the test statistics were higher than 1.96 (p<0.001), the indirect relationship between self-esteem and academic adjustment through self-efficacy and the indirect relationship between self-criticism and academic adjustment through self-efficacy were significant. Conclusions: According to the results of the research, educational packages based on academic adaptation can be used to improve self-criticism, self-esteem, and academic self-efficacy in students.

Abstract Objective:The present study aimed to model the academic vitality of critical thinking mediated by academic self-efficacy of gifted students of gifted schools.
Methods:The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the academic year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s Academic Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM.
Results: As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on academic vitality both directly and indirectly through academic self-efficacy.
Conclusion: As a result, to increase the gifted students’ academic vitality, while paying attention to increasing critical thinking skills, focus on increasing their academic self-efficacy.

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 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.

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 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.

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. 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.

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 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.

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 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.    

Abstract

Abstract

Abstract