Showing 88 results for Student
Mrs Tahereh Rahimi, Dr. Azarmidokht Rezaei, Amir Hoshang Mehryar,
Volume 0, Issue 0 (11-2021)
Abstract
Objective: The current investigation endeavored to forecast academic achievement by examining the Perception of the constructive learning environment with the mediating role of high-level motivational and cognitive strategies.
Methods: Utilizing a descriptive-correlational approach and structural equation modeling, this study was conducted. The statistical population under scrutiny encompassed all first-year high school students in Marvdasht during the academic year 2019-2020. A multi-stage cluster sampling technique was employed for participant selection, with a total sample size of 319 individuals. Academic performance was evaluated using the Academic Performance Questionnaire, based on Pham and Taylor's (1999) work, while Perception of the constructive learning environment was assessed using the Taylor and Fraser Questionnaire (1991). High-level motivational and cognitive strategies were gauged using the subscales of two questionnaires by Pintrich et al. (1991) and Biggs et al. (2001). Structural equation analysis was applied in this study to scrutinize the theoretical model.
Results: The outcomes of the analysis demonstrated the significance and validation of the hypothesized pathway at a 0.01 significance level. Consequently, it can be inferred that self-regulated learning strategies can predict academic performance indirectly, with high-level motivational and cognitive strategies acting as mediators.
Conclusions: This discovery holds practical implications for academic guidance provided by psychologists and educators in classroom settings.
Yaghoob Sepehri Sadr, Dr. Seyed Reza Balaghat, Dr. Afsaneh Marziyeh,
Volume 0, Issue 0 (11-2021)
Abstract
Objective: The efficacy of imparting cognitive and metacognitive strategies on the cognitive outputs of students has been substantiated through a plethora of empirical investigations. Cognitive flexibility represents a salient characteristic of students, which pertains to their capacity for open-minded reasoning and critical thinking.
Methods: Accordingly, the present investigation sought to evaluate the impact of teaching cognitive and metacognitive strategies on academic performance in Social Studies, as well as on cognitive flexibility among high school learners. The methodological framework of this study was quasi-experimental, employing a pre-test and post-test design alongside a control group. The participant cohort comprised 38 high school students, who were selected via an accessible sampling technique and subsequently allocated into experimental and control groups, each consisting of 19 students. The data collection instruments included a teacher-developed academic achievement assessment and an Actively Open-Minded Thinking Scale. The experimental group underwent instruction in cognitive and metacognitive strategies across eight distinct sessions.
Results: Findings revealed that the instruction in cognitive and metacognitive strategies yielded significant improvements in both academic achievement and cognitive flexibility within the experimental group in comparison to the control group.
Conclusions: Collectively, the insights derived from this research may serve to inform educators in discerning the most efficacious strategies for augmenting the cognitive and metacognitive outputs of their students.
Mohammadreza Zahedsheykhi, Dr. Hossein Mahdiyan, Dr. Mahmoud Shirazi,
Volume 0, Issue 0 (11-2021)
Abstract
The purpose of this study was to develop a self-regulated learning program and evaluate its impact on the academic motivation of male and female students in Shahed high schools in Zahedan (Iran). The study followed a quasi-experimental design with pre-test and post-test measurements, using two experimental and control groups. The sample population consisted of all male and female students in these schools during the academic year 2021. A multi-stage cluster sampling method was used to select 60 students (30 girls and 30 boys), who were then randomly assigned to the experimental and control groups (15 boys and 15 girls in each group). Data was collected using Academic Motivation Scale (AMS, Vallerand et al., 1989) )and analyzed using analysis of covariance. The post-test mean scores of the experimental group were significantly higher than the control group in academic motivation, indicating that the self-regulated learning program had a positive impact. These findings suggest that educational organizations and public and private centers responsible for educating students can use this program to enhance academic motivation in classroom settings and educational workshops.
Dr. Soghra Ebrahimi Ghavam, Dr. Hasan Khezri,
Volume 1, Issue 1 (3-2019)
Abstract
The aim of this research was to predicting bullying and victimization in school students (boys & girls) in Shiraz, in accordance to the school connectedness and the family cohesion. For this purpose, 564 students from middle schools were selected by cluster random sampling and they completed Illinois Bullying Scale, Family Adaptability and Cohesion Evaluation Scale (FACES II), and Student Perceptions of School Connectedness scale. Analysis was performed using SPSS16 software showed that the school connectedness with the standard beta coefficient -0.372, t= - 9.28 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient -0.184, t= - 4.59 at the 99% confidence level (p<0.01) predicted 22% of the variance of bullying. Also, was found that the school connectedness with the standard beta coefficient -0.310, t=- 7.313 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient -0.090, t= - 2.115 at the 99% confidence level (p<0.01) predicted 13% of the variance of victimization. In general, findings indicate that the weakness of family cohesion and school connectedness can be fertile ground for violent behavior at school (bullying and being victimized) by the students.
Parvin Rezaei Gazki, Dr. Ali Delavar, Dr. Abdolvahab Samavi,
Volume 1, Issue 3 (9-2019)
Abstract
This study aims to test the proposed model of the relationship of some cognitive and motivational variables. The research method was correlational and structural equation modeling. The statistical population consisted of all female highschool students in Bandar Abbas in the academic year of 2018-2019 (1633 students) and the sampling method was multi-stage. The sample size was 600 people. Data collection tools were Hosseinchari and Dehghanizadeh Academic Well-being Questionnaire, and Human-Vogel & Rabe Academic Commitment Scale, and high school final exam score. Spearman correlation test and factor analysis were used for analysis. Results indicated significant relationship between academic commitment and academic achievement (r = 0.097, P≤0.05), academic achievement and investment dimension (R = 0.129, P≤ 0.01), and academic satisfaction and academic achievement dimension(R = 0.098, P≤0.05) and academic commitment with academic achievement level(R = 0.147, P≤0.01). There was also a significant relationship between dimension of commitment replacement and academic achievement (r = 0.132, P≤0.01). The analysis of standard and non-standard coefficients showed that except for the relationship between the dimensions of commitment and the overall score of commitment that was expected, other paths were not significant. Despite the results above, the model fit indices were good and indicated the moderate model fitness.
Dr. Reza Fallahchai, Maryam Fallahi, Arefeh Moazen Jami,
Volume 1, Issue 3 (9-2019)
Abstract
The prevalence of perfectionism among university students has been reported particularly high, and new theories have been presented to explain its impacts. This study was conducted to evaluate the effect of adaptive and maladaptive perfectionism on psychological well-being in undergraduate and graduate university students. 668 university students (386 undergraduate and 282 graduate students) who studied at Shahid Chamran University of Ahvaz and Shiraz University participated voluntarily in this study. They completed the Revised Almost Perfect Scale (APS-R) questionnaire and Ryff’s Well-Being Scale. The results showed that the mean scores of adaptive perfectionist students in the psychological well-being and its sub-scales, autonomy, purpose in life, positive relations with others, and environmental mastery, were higher than the group of students with maladaptive perfectionist and non- perfectionist. The statistically significant difference was found (P <0.01). As a result, it can be said that adaptive perfectionist is accompanied by better and higher performance and consequently leads to a higher psychological well-being.
Dr. Abbas Sadeghi, S. Masoumeh Davoudy,
Volume 1, Issue 4 (12-2019)
Abstract
This study was performed to examine the relationship between cooperative learning and skilled learning with the satisfaction of students studying Russian, English, and Arabic languages. The research method was a correlational one. The study statistical population included the students of fields Russian, English and Arabic languages at the University of Guilan in 2016 who were selected by the cluster sampling method accounting for 120 subjects. A researcher-made questionnaire was used to collect data. The data were analyzed using SPSS-18 software, Pearson correlation test, and the linear regression. According to the Pearson correlation coefficient results, the variable of educational satisfaction was positively correlated with cooperative learning (r = 0.338) and skilled learning (r = 0.449). The results of regression analysis also showed that the skilled learning variable and then, the cooperative learning together explain 0.22 of the satisfaction variance. The results revealed that cooperative learning and skilled learning have a significant effect on students’ satisfaction. Given the importance of this issue, we should say strengthening the teaching skills can help increase the student’s satisfaction rate and quality of education.
Farzad Poorgholamy, Dr. Soltanali Kazemi, Dr. Majid Barzegar, Dr. Nadere Sohrabi,
Volume 2, Issue 1 (3-2020)
Abstract
The purpose of this study was to investigate the role of self-regulated learning and achievement goals in predicting academic burnout among 384 male and female students of Payam-e-Noor University of Shiraz in the 2018. The research method was correlational. Multi-stage random cluster sampling was used to select the sample. Finally, 204 female students and 180 male students were included in the study sample. Data collection was performed using the Pentrich and De Groot Self-regulated Learning Strategies Questionnaire, Middleton and Midgley Goal-Orientation Questionnaire, and Maslash Burnout Inventory. Structural Equation Modeling confirmed the good fit of the initial theoretical model with the data, and after modifying the model, excellent fit of the final model to the data was obtained. The results indicated self-regulated learning leads to students' motivational orientation and this can lead to long-term academic achievement and success or stress and burnout in students. In addition, the achievement goals have a critical role in predicting academic burnout because of its impact on the right or wrong approach of learning.
Ziba Sherafati , Dr. Amir Hoshang Mehryar, Dr. Mohammad Khayyer, Dr. Hojatollah Javidi,
Volume 2, Issue 1 (3-2020)
Abstract
The purpose of this study was to investigate the relationship between personality characteristics of single-parent, two-parent and multi-parent families with their parent-child relationship in Sari. In a correlational study, 324 high school male and female high school students in Sari were selected by simple random sampling and completed the NEO 5-Factor Personality Questionnaire and Parent-Child Relationship Questionnaire (PCRS). The data was analyzed by SPSS software using descriptive statistics and linear regression. The results showed that personality traits explained 49.5% variance of father-child relationship in single-parent families, 25.4% variance of father -child relationship in two-child families and 26.3% variance of father -child relationship in multi-child families (p < 0.01). Furthermore, the results indicated that personality traits explained 20.8 % variance of mother-child relationship in single-parent families, 36.9% variance of mother-child relationship in two-child families and 32.7% variance of mother-child relationship in multi-child families (p < 0.01). Therefore, personality traits of students are effective in explaining the parent-child relationship of families.
Dr. Ahmad Sadeghi, Parisa Doostani, Dr. Shi Hu,
Volume 2, Issue 1 (3-2020)
Abstract
The purpose of the present study was to examine the structural and construct validity of the FCG inventory as applied in Iran. Feedback on Career Goals (FCG) Inventory was devised and validated by Hu, Creed, and Hood (2017) and was later used to measure career feedback among Chinese and Australian university students. The statistical population of this study consisted of all high school students in Isfahan in the academic year of 2018-2019, and 324 students (166 females and 158 males) were selected through cluster sampling as the sample size. Then, the students were administered a translated version of the FCG inventory, and their responses were examined with respect to the structure of the inventory. Results of confirmatory factor analyses demonstrated that three factors of feedback on progress, goal suitability, and improvements needed loaded on one higher-order factor of career feedback, similar to the structure of the FCG inventory applied in Chinese and Australian students. The results also provided support for construct validity of the scale by linking career feedback with career goal-performance discrepancies and career-related stress. Our findings suggest that the Iranian version of the FCG inventory has acceptable psychometric properties and is a valid instrument for the assessment of career feedback.
Dr. Maryam Safara, Somaye Rafiee,
Volume 2, Issue 1 (3-2020)
Abstract
The present study aimed to investigate the effectiveness of empathy training on social adjustment and belonging to the school in elementary school students. The present study was conducted as a semi-experimental two-group pretest-posttest design. The statistical population was all sixth grade elementary school students in Tabas city in the academic year of 2016-2017. The study sample was 30 people who were selected by cluster random sampling method. The tools used to collecting data were: Belonging to school inventory and Bell’s adjustment inventory For data analysis, Descriptive statistics such as mean, standard deviation, and Univariate and Multivariate analysis of covariance were used (p < 0.01). The findings indicated that the mean of the experimental group in the components of social adjustment and belonging to the school increased compared to the control group (p <0.05). Therefore, it can be concluded that empathy training has been effective in increasing social adjustment and students’ belonging to the school.
Ziaaldin Salari Koohfini, Manizhe Ghasemali Kheirabadi,
Volume 2, Issue 2 (6-2020)
Abstract
This study aimed to investigate effectiveness of resiliency training in enhancing assertive and self-esteem skills of male sixth-graders studying at all-boys elementary schools in Bandar Abbas. The present study was a pilot field project that included pre-test, post-test, and control group. Research sample consisted of 40 male sixth-graders studying at all-boys elementary schools who were selected and assigned into experimental and control groups based on multistage random sampling technique. Tools of this study included Gambrill-Richey Assertion Inventory and Coopersmith Self-Esteem Inventory and Both experimental and control groups had participated in assertive and self-esteem pretest prior to resiliency training. Then resiliency training was provided for experimental group, but not for control group. Immediately after the completion of training course, post-test was performed for both groups. The results of multivariate analysis of covariance (MANCOVA) showed that resiliency training increases students' self-assertion significantly. Therefore, it can be concluded generally that strengthening and training resiliency skills provoke assertive and self-esteem in students.
S. Abdolhadi Samavi, Dr. Hojatallah Javidi, Dr. Soltanali Kazemi, Dr. Hossein Bagholi,
Volume 2, Issue 2 (6-2020)
Abstract
This study aimed to investigate the impact of flipped learning on the academic achievement of sixth-grade students. All sixth-grade students of Lamerd Elementary Schools in the academic year of 2019-2020 as the statistical population of this research and 40 sixth-grade students who were studying in one of the primary schools of Lamerd in the academic year of 2019-2020 as the statistical samples of the research were considered. The members of the present research sample were selected by the available sampling method. Sample members were assigned to two groups (control group 20 and experimental group 20). The two experimental and control groups were matched based on the variables of the previous academic year, the family's economic status, and the previous year's educational status. During the 10 sessions, the members of the experimental group received the same amount of training by the flipped training method and the control group, but in the form of traditional and normal training. The research method was quasi-experimental with pretest and posttest. Data analysis was performed using a one-way analysis of covariance and the Kolmogorov-Smirnov test was used to determine the normality of the data. The research findings showed that there was a significant difference between the two control and experimental groups (F = 19.83 and p = 0.001). Thus, the effect of teaching based on flipped learning on the academic achievement of sixth-grade students was evaluated.
Sakineh Heidari, Dr. Gholamhossein Maktabi, Prof. Manijeh Shehni Yailagh, Dr. Nasser Behroozi,
Volume 2, Issue 2 (6-2020)
Abstract
The study was conducted to determine the effect of mindfulness training on cognitive flexibility in sixth-grade female students. This research used a pretest-posttest study with control group. A multi-stage random sampling was used in 4 schools, among which 37 sixth-grade female students were randomly selected and assigned to two experimental (17 students) and control groups (20 students). Students in the experimental group participated in a mindfulness training course for 12 (120-minute) sessions for a month and a half. The study used Dennis and Vander Wal's Cognitive Flexibility Inventory (2010). The results of covariance analysis showed that there was a significant difference between the two groups in the scores of cognitive flexibility and due to the higher mean scores of the cognitive flexibility of the experimental group in the posttest (p> 0.05, p = 10.25), it can be stated that mindfulness training was effective in increasing students' cognitive flexibility.
Dr. Hossein Jenaabadi, Jafar Ramezani,
Volume 2, Issue 2 (6-2020)
Abstract
The purpose of this study was to determine the role of life review on life expectancy and family cohesion among mental retardation students. The present study was a quasi-experimental study of two groups with pre-test and post-test and the statistical population was comprised of all students with mental retardation in the secondary school of Birjand that according to the physician, did not have mental retardation and psychological disorders also they had ability to answer questions and willingness to cooperate. The statistical sample of research consisted of 40 subjects who were voluntarily selected and randomly divided equally into two experimental and control groups. Measurement tool was Miller life expectancy questionnaire (1988) and Olson family cohesion (1991). First, all the samples responded to the questionnaires. Then, a treatment plan of life review was performed for the experimental group based on Haight and Webster's life review (1995) at 8 sessions (each session 60 minutes), and the post-test was taken from the experimental and control group. Data were analyzed using covariance analysis and SPSS16 software. The results showed that life review has been effective in increasing the life expectancy and family cohesion of mental retardation students.
Mahsa Jalali, Masumeh Rahimi, Sara Mousavi, Sahar Badri Bageh Jan,
Volume 2, Issue 3 (8-2020)
Abstract
The purpose of this study investigated the role of resilience, emotional regulation and perceived stress among depressed students of the Payame Noor University of Tehran. The research design was descriptive and correlational. The study population consisted of all students of Payame Noor University of Tehran who were studied in the academic year of 2018-19. 150 students were selected by purposeful sampling method (61 males, 89 females), aged 19–34 years. The Connor-Davidson Resilience Scale (CD-RISC) and The Emotion Regulation Questionnaire (CERQ), and Perceived Stress Scale-10 (PSS-10) were administered in this study. Data were analyzed by SPSS version 23 and were used for data analysis. Regression analysis revealed that emotion regulation had the most contribution in predicting perceived stress while, resiliency was the next contributing factor, respectively. These variables could predict 24 percent of perceived stress altogether. More research must be done to identify what affects stress levels during a college course, how resilience and emotion regulation may affect stress levels in college or the general population, and if stress prevention efforts are possible for new college students.
Zohreh Barzegar, Qamar Kiani, Ali Shahnavaz,
Volume 2, Issue 4 (11-2020)
Abstract
The purpose of present study was to examine the structural relationship between perceived transformational teaching and critical thinking mediated by motivational beliefs (self-efficacy, intrinsic interest and test anxiety) among university students. The population in this study was all of the undergraduate students of Psychology of Islamic Azad University, Karaj Branch, Iran, in 2019-2020 academic year. From this population 384 students were selected using random stratified sampling method. The research instruments were Transformational Teaching Questionnaire (TTQ), The California Critical Thinking Disposition (CCTD) questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ). The proposed model of the relationships between variables was tested using path analysis. According to results, proposed model had an acceptable fitness regarding fitness indices. In general, the results showed that perceived transformational teaching are effective both directly and indirectly through self-efficacy, intrinsic interest and test anxiety with critical thinking disposition.
Shirin Noeei, Dr. Mohammad Khayyer, Dr. Soltanali Kazemi, Dr. Nadereh Sohrabi Shegefti,
Volume 2, Issue 4 (11-2020)
Abstract
The purpose of this study was to investigate the relationship between school climate and achievement motivation in high school students. The method of the present study was descriptive-correlational. The statistical population was all high school students in Shiraz in the academic year of 2018-2019. Two hundred five students were selected using multi-stage cluster sampling method. For data collection, Student Perceptions of School Climate (SPOSC) and Hermans Achievement Motivation Questionnaire (HAMQ) were used, and Pearson correlation and regression methods were used to analyze the data. The results showed there is a positive and significant correlation between school climate and achievement motivation. Also, a positive and significant relationship was observed between each of the dimensions of school climate including teacher support, peer support and autonomy with the achievement motivation. However, no significant correlation was observed between the stability of rules and the achievement motivation. The results generally showed that the school climate has a significant predictor of achievement motivation in high school students.
Dr. Mostafa Zahirinia,
Volume 2, Issue 4 (11-2020)
Abstract
Studies indicate a positive correlation between well-being and health behaviors, although the specific nature of the relationships between these constructs in females remains unclear. The current investigation seeks to examine the connections between social well-being and behaviors related to health in female undergraduate students. A survey using the social well-being questionnaire and Health-related behavior inventory was carried out with 300 students enrolled at the University of Hormozgan in 2018. The relationship between the variables under scrutiny was modeled using correlation and linear regression techniques. The findings reveal a positive association between social well-being and health-related behaviors. Moreover, the predictive models including social acceptance, social actualization, social coherence, social contribution, and social integration demonstrate a significant positive effect on health-related behaviors. These results have the potential to enhance our comprehension of key factors influencing the psychological well-being of women.
Hosein Jenaabadi, Mohammad Saboori Fard,
Volume 3, Issue 1 (2-2021)
Abstract
Unemployment is a pervasive issue and has devastating effects on the well-being of the unemployed people and their families. Therefore, the present study was conducted to determine the effect of job counseling on students' entrepreneurial ability. The design of the present study was a quasi-experimental method of pre-test and post-test with a control group. The statistical population included male and female high school students in the city of Khash, Iran, who were studying in the academic year 2019-2020. Sixty people were randomly selected from the accessible sample and assigned to two experimental and control groups (30 students in each group). In this study, Badri Entrepreneurship Capacity Scale (2005) was used as a pre-test-post-test and Strengths-Based Career Counseling intervention was performed in 7 sessions (one session per week) for them. Data were analyzed using analysis of covariance. The results of data analysis indicated that the job counseling approach was effective on entrepreneurship capability (β = 0.80). Overall, potential-based job counseling intervention can enhance students' entrepreneurial ability.