Ebrahim Kokabi Rahman; Davood Taghvaei; Zabih Pirani
Abstract
Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students ...
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Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.Findings: The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.Conclusion: According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.
Fatemeh Razm; Fariba Hafezi; Fatemeh Sadat Marashian; Farah Naderi; Zahra Dashtbozorgi
Abstract
Purpose: The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education ...
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Purpose: The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education more and to increase his desire to go to school. Academic enthusiasm is usually used as a motivational structure that reflects the learner's commitment to education. Enthusiasm is an immediate state that includes emotional-motivational aspects and is focused on a specific subject or object or a specific person or behavior. Also, academic enthusiasm is a multidimensional construct. Its cognitive dimension implies the amount of student investment in learning activities such as self-direction and the desire to apply effort in academic affairs and use learning strategies. The aim of this study was to investigate the effectiveness of flipped classroom method on information literacy and academic motivation of female high school students.Methodology: The present study was applied in terms of purpose and quasi-experimental with pre-test-post-test group and one-month follow-up with control group. The statistical population included all female high school students in Ahvaz in the academic year 2019-2020. A sample of 50 people was purposefully selected and then randomly assigned to two experimental and control groups (25 people in each group). The research instruments were the Trails Information Literacy Questionnaire (2007) and the Academic Achievement Scale of Fredericks et al. (2004). The experimental group was provided with 8 sessions of 70-minute training of Bergman and flipped classroom method (2014) and the control group did not receive any intervention to analyze the data using inferential statistical methods (Repeated measures analysis and Bonferroni post hoc test) with Spss24 software used.Findings: The results showed that the flipped classroom method on information literacy and academic motivation of students in the experimental group compared to the control group significantly increased their scores and this effect continued until the one-month follow-up period (P <0.05).Conclusion: Based on the findings, it can be concluded that the flipped classroom teaching method increases academic enthusiasm and information literacy in secondary (second) students, and therefore, the planners of the educational system should introduce and explain more about this method to make it more useful for teachers in the teaching-learning process provide.
Najmeh Golzari Moghaddam; Vali Mehdinezhad; Zahra Nikmanesh
Abstract
Purpose: Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.Methodology: This was a quasi-experimental study with pre-test and post-test design with control ...
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Purpose: Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.Methodology: This was a quasi-experimental study with pre-test and post-test design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and analyzed
