Parvaneh Ghahremani; Nader Monirpour; Majid zarghamhajebi
Abstract
Purpose: The present study seeks to test the model of the present study using the structural equation modeling method and examine the relationships between classroom perception, self-regulation, educational and mathematical anxiety.Methodology: The present study was descriptive and correlational and ...
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Purpose: The present study seeks to test the model of the present study using the structural equation modeling method and examine the relationships between classroom perception, self-regulation, educational and mathematical anxiety.Methodology: The present study was descriptive and correlational and path analysis. The statistical population of the present study consisted of sophomores in public high schools in Tehran in the academic year 1399-1400, whose number according to the education report of Tehran province in the academic year was 36858 people. The sample size was 150 people (18 people for each of the 8 variables) for each group (girl and boy) and a total of 300 people were proposed to provide significant correlation. In the present study, 4 questionnaires of classroom atmosphere perception, educational knowledge and skills questionnaire, self-regulated learning questionnaire and mathematical anxiety questionnaire were used to collect information. The proposed conceptual model of the research was evaluated in two parts: measurement model and structural model using structural equation modeling with covariance method and LISREL software.Findings: Using structural model tests, it was shown that class atmosphere perception with a value of 2.9768 has a positive and significant effect on self-regulation at the level of 99%. Educational knowledge with a value of 2.9597 has a positive and significant effect on self-regulation at the level of 99%. Perception of class atmosphere with a value of 2.1596 has a negative and significant effect on mathematical anxiety at the level of 99%. Educational knowledge with a value of -1 / 9697 has a negative and significant effect on mathematical anxiety at the level of 95%. Self-regulation with a value of 1.9674 has a negative and significant effect on mathematical anxiety at the level of 95%.Conclusion: Based on the results, classroom atmosphere perception has a positive and significant effect on self-regulation, educational students have a positive and significant effect on self-regulation, classroom atmosphere perception has a positive and significant effect on mathematical anxiety, educational student has a positive and significant effect on mathematical anxiety Self-regulation has a positive and significant effect on mathematical anxiety
Parisa Tajalli; Zahra Taghizadeh Shideh; Zohreh Sadeghi Afjeh
Abstract
Purpose: Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students. Methodology: This study was cross-sectional from type of correlation. The study population was female high school students of Tehran ...
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Purpose: Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students. Methodology: This study was cross-sectional from type of correlation. The study population was female high school students of Tehran city in the 2019-20 academic years. The research sample was 350 students who were selected by multi-stage cluster sampling method. In addition to the demographic information form, to collect data were used the questionnaires of academic engagement (Fredericks & et al, 2004), school climate (Lee & et al, 2017), quality of life (War & Sherbourne, 1992) and self-regulation (Bouffard & et al, 1995). Data were analyzed by structural equation modeling method in SPSS-22 and LISREL-8.8 software. Findings: The results showed that the mode of academic engagement based on school climate and quality of life with mediated self-regulation in students had a good fit. Also, school climate had a direct and significant effect on self-regulation and academic engagement, quality of life had a direct and significant effect on academic engagement and self-regulation had a direct and significant effect on academic engagement (p < 0.05), but quality of life had not a significant effect on self-regulation (P>0.05). Other results showed that the school climate with mediated self-regulation had an indirect and significant effect on academic engagement (p < 0.05), but the quality of life with mediated by self-regulated had no significant effect on academic engagement (P>0.05). Conclusion: According to the results, to improve students' academic engagement can be done by improving their school climate, quality of life and self-regulation.
Asad Hejazi
Abstract
purpose: The aim of this study was to determine the effectiveness of self-regulated learning skills training on reducing student procrastination on the campuses of Farhangian University in Tehran. Methodology: The research method was quasi-experimental, pretest-posttest with a control group. ...
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purpose: The aim of this study was to determine the effectiveness of self-regulated learning skills training on reducing student procrastination on the campuses of Farhangian University in Tehran. Methodology: The research method was quasi-experimental, pretest-posttest with a control group. To conduct the research, among all the student teachers of the campuses of Farhangian University of Tehran province who were studying in the campuses of this university in the academic year 1398-99; Using multi-stage cluster sampling method, after screening student students with high and low procrastination, 30 people were selected and divided into two groups of 15 people in experimental group and control group through simple random sampling method. The Solomon and Roth Bloom (1984) procrastination questionnaire was used to collect data. Data were analyzed using descriptive statistics including mean and standard deviation and in order to answer the research hypotheses, inferential statistical tests including univariate covariance (ANCOVA) were performed. Results: The results of "analysis of covariance" showed; Self-regulatory learning skills training has a significant effect on reducing procrastination. Also, the mean score of procrastination in educational, research, cultural and social activities of student-teachers in the experimental group in the pre-test stage was equal to (28.53), (23.80) and (37.40), respectively, and in the post-test stage. Its value has reached (15.33), (26.26) and (25.86), respectively, ie the educational model of self-regulated learning skills has a significant effect on reducing procrastination in continuous and final educational, research, cultural and social activities. The student had teachers on the campuses of Farhangian University in Tehran. Conclusion: The data of the present study showed, that by using and self-regulating education, students 'and teachers' procrastination can be reduced.
Amin Bagheri Kerachi; Mohammad Mehdi Razmjoo
Abstract
Purpose: The purpose of this study was to compare self-regulation among students interested in computer games based on the style of play, the place of play, the history of the game, and the hours of playing the day.Methodology: The method of this descriptive - comparative type. The statistical population ...
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Purpose: The purpose of this study was to compare self-regulation among students interested in computer games based on the style of play, the place of play, the history of the game, and the hours of playing the day.Methodology: The method of this descriptive - comparative type. The statistical population of this research was elementary school students in Baharestan2, a sample of 372 of them selected through multi-stage cluster sampling. Bouffard questionnaire (1995) was used to measure self-regulation. Findings: There was a significant difference between students self-regulatory based on computer game styles, computer games history and hours of computer games usage per day(P< .05), But there was no significant difference between self-regulatory learning of students according to the location of the computer game(P< .14). Data analysis was performed using Kruskal-Wallis statistical test.Conclusion: According to the results of the research, schools should take action to identify non-destructive computer games that can help students to improve their self-regulation skills. Provide it to parents and students in the form of educational packages. Students should be justified on the amount of computer gaming hours per day.
