Ozra Shadmehr; Maryam Hafezian
Abstract
Purpose: Maternal financial literacy in children's lifestyle and academic achievement in the family can be one of the effective variables, so the present study was conducted to determine the effect of mothers' financial literacy on children's lifestyle and academic achievement.Methodology: The present ...
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Purpose: Maternal financial literacy in children's lifestyle and academic achievement in the family can be one of the effective variables, so the present study was conducted to determine the effect of mothers' financial literacy on children's lifestyle and academic achievement.Methodology: The present study was applied in terms of purpose and methodology in the category of descriptive correlational research. The statistical population of the study was all 6700 first grade female high school students in Bojnourd and their mothers in the academic year 2021-2022, of which 363 were students and their mothers were in clusters according to Morgan's table. Step by step samples were selected. Data collection tools were three questionnaires: financial literacy of Yaghoubnejad et al. (2011), Miller and Smith lifestyle (1988) and Pham and Taylor (1994) academic achievement. After confirmation of validity by experts using Cronbach's alpha coefficient, the reliability of the questionnaires was calculated to be 0.98, 0.93 and 0.95, respectively. To analyze the data, structural equation modeling was analyzed using SPSS 24 and Smart PLS 2 software.Findings: Factor analysis model fit indices have shown that the research measurement model has an acceptable fit. Accordingly, the findings showed that mothers' financial literacy had a positive and significant effect on children's lifestyle (0.464) and children's academic achievement (0.547). (p <0.01).Conclusion: Due to the significant effect of mothers' financial literacy on children's lifestyle and academic achievement, this factor can be used as an improvement in children's lifestyle and academic achievement.
Ali Asghar Hosseinmardi; Shohreh Ghorban Shiroodi; Mohammad Reza Zarbakhshbahri; Taher Tizdast
Abstract
Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population ...
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Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population was senior male students of districts 2 and 5 of Tehran city in the academic years of 2018-19. The sample size was estimated 604 people who were selected by multi-stage cluster sampling method. The research tools were included the academic engagement questionnaire (Fredericks et al, 2004), school engagement scale (Viga, 2016), school belonging scale (Arslan & Duru, 2017), academic achievement motivation questionnaire (Hermans, 1970) and average of the previous semester as an indicator of academic achievement. Data were analyzed with using Pearson correlation coefficients and path analysis methods in SPSS and AMOS software.Findings: The findings showed that the mode of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation had a good fit. Also, all three variables of academic engagement, school engagement and school belonging on academic achievement motivation and academic achievement and the variable of academic achievement motivation on academic achievement had a direct and significant effect (P<0.05). In addition, academic engagement, school engagement and school belonging by mediated the academic achievement motivation had an indirect and significant effect on academic achievement (P<0.05).Conclusion: According to the results to increase and promote academic achievement, it is possible to provide the basis for improving the academic engagement, school engagement, school belonging and academic achievement motivation.
Fatemeh Khosravi
Abstract
purpose: The purpose of this study was to determine the effectiveness of teaching positive thinking skills with emphasis on religious teachings on students' motivation for progress and self-efficacy.Methodology: The research method in this study was pre-test post-test semi-experimental with control group. ...
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purpose: The purpose of this study was to determine the effectiveness of teaching positive thinking skills with emphasis on religious teachings on students' motivation for progress and self-efficacy.Methodology: The research method in this study was pre-test post-test semi-experimental with control group. The statistical population of this study consisted of all female high school students of dynamic high school in district 4 of Tehran in the academic year of 1398-98. The sample group consisted of 30 students who were randomly selected and divided into two groups of 15 each. The experimental group received 4 one-hour sessions (4 sessions per week) of positive thinking skills training with emphasis on religious teachings and the control group received no intervention. Data were collected by Hermes Progressive Motivation Scale (1970) and Scherer et al (1982) Self-efficacy Questionnaire and analyzed by multivariate analysis of covariance in SPSS-25 software.Findings: Results showed that in the post-test phase, the motivation for progress and self-efficacy was significantly improved in the experimental group (p <0.05).Conclusion: Therefore, it can be concluded that positive thinking skills training program with emphasis on religious teachings has been effective on motivation for progress and self-efficacy.
maryam soltani
Abstract
The purpose of this study was to investigate the effect of mindfulness knowledge education on the motivation and academic achievement of second grade high school students in Tehran 5 district and 30 participant using stratified classification stratified classification method. The methodology of this ...
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The purpose of this study was to investigate the effect of mindfulness knowledge education on the motivation and academic achievement of second grade high school students in Tehran 5 district and 30 participant using stratified classification stratified classification method. The methodology of this research was quantitative and in terms of the fundamental goal. Measuring the variables of the research, the motivational beliefs and academic achievement questionnaires were performed as a pre-test and were replaced in two groups of 15 experimental and control groups that received a group-based mental-assisted group education test and the control group was not received. The results of covariance analysis indicated that knowledge-based education significantly increased the motivational beliefs and its components (self-efficacy, guidance, evaluation and anxiety testing). Mentally-based education has also been effective in improving the academic achievement of male students and improving their academic achievement.
