Examine the role Entrepreneurship Education and Entrepreneurship Intention of Students with the Mediating Role of Self-Confidence, Attitude and Mentality (Case Study of Students in Mazandaran Province)
Volume 16, Issue 56, Spring 2022, Pages 131-145
mihamad darini, Aliakbar aghajaniafrozi, neda tahmasbiroshan
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 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
The Effectiveness of Science, Technology, Engineering, and Mathematics based Education in Solar Energy Context on Attitude and Academic Achievement of Female Students
Volume 15, Issue 54, Autumn 2021, Pages 137-151
Fatemeh Shahbazloo, Rasol Abdullah Mirzaie
Abstract The integrated approach of science, technology, engineering and mathematics (STEM) has been introduced in order to create a new development in the effective teaching of science and its relationship with daily life in recent years. The present study was designed to investigate the effect of this approach on attitudes and academic achievement. The study population consisted of ninth grade female secondary school students in Qarchak city in the academic year 2020-2021 and the convenience sampling consisted of 143 people who were selected by random sampling in two groups of control and experimental. The Students in the experimental group were educated in solar energy for 7 sessions (each session: 35 minutes) with a STEM based approach. Covariance analysis and independent t-test showed that teaching science with the STEM based approach increased students' attitude in STEM and had a significant effect on their learning in science. Also, according to Pearson correlation test, there is a significant correlation between attitudes in STEM and academic achievement.
Dynamic Assessment , Computerized Dynamic Assessment , Static Assessment and Reading Comprehension: Effects and Percepts
Volume 14, Issue 49, Summer 2020, Pages 25-39
Mehdi Yaghoobi, ُSeyyed Ayatollah Razmjoo
Abstract The current study aimed at comparing the effects of computerized dynamic assessment(CDA), dynamic assessment (DA) and static assessment (SA) on reading comprehension performance. Additionally, the learners' attitudes towards the SA, DA and CDA were also investigated. The participants of the present study included 60 Iranian EFL learners. The learners’ reading performance was tested to assure that the three groups were not significantly different in terms of reading comprehension prior to treatment. After checking their readability were followed by some reading comprehension questions. Following that, one of the groups received DA for reading comprehension questions via receiving the least implicit to most explicit hints provided by the teacher until the learners came up with the correct responses. As for the CDA group the software provided hints in a step-wise manner from the most implicit to the most explicit for the learners until they came up with the right response. The treatments lasted for four sessions and immediately afterwards the learners in the three groups sat for the reading comprehension posttest. Moreover, 10 participants in each group were interviewed to explore their attitudes towards SA, DA and CDA. The results of statistical analysis indicated that both DA and CDA had significant effects on improving the participants’ reading comprehension performance. Moreover, it was revealed that CDA was significantly more effective on reading comprehension performance compared with DA. The analysis of interview contents indicated that overall the participants held more positive attitudes towards the CDA compared to the conventional DA and SA assessment types.
amo
Volume 7, Issue 21, Summer 2013, Pages 133-154
magsod amin khandgy, mah kaz
Abstract
abzar
Volume 7, Issue 20, Spring 2013, Pages 97-121
majid abd, bibi zamany, zahra babady
Abstract
ra
Volume 6, Issue 16, Spring 2012, Pages 43-63
ay as, abe be, taf raj
Abstract
ya
Volume 5, Issue 13, Summer 2011, Pages 137-152
ma am, ma mo
Abstract