Psychology
Ali PorFalahati; Majid Zargham Hajebi; Alireza AghaYosefi; Mohamad Hosein Zarghami
Abstract
Purpose: The purpose of this study was to measure the constructive validity of authentic educational courage, which in past researches was not paid much attention to it, and this tool was validated in students and graduates of Iran's higher education system.Methodology: The current research in terms ...
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Purpose: The purpose of this study was to measure the constructive validity of authentic educational courage, which in past researches was not paid much attention to it, and this tool was validated in students and graduates of Iran's higher education system.Methodology: The current research in terms of purpose was applied and in terms of implementation method was cross-sectional. The research population was all the students and graduates of different academic courses of the Ministry of Science, Research and Technology of the country in 6 provinces of the three northern, middle and southern regions in the 2011-2020 years The sample size of the research subject based on the five dimensions of the mentioned structure, for at least 100 people for each dimension, finally considering the adequacy of the sample size was 636 people who were selected by multi-stage cluster random sampling method. The research tool was a demographic information form and a researcher-made questionnaire of authentic educational courage with 23 real final states, which whose psychometric indicators were examined. The data were analyzed and validated by the symmetric rank multidimensional scaling method. The coordinates used to form the distance matrix of the points were taken directly from the output of the network analysis under the lwmds algorithm.Findings: The results of the research showed that according to the opinion of experts and specialists in the authentic educational courage construct, number of 9 states that were not compatible with external objective facts and rational logic were removed from the final questionnaire and finally 23 states out of 32 possible states were kept for it. This tool has five two level dimensions were including dimensions of goal (with two levels of functional learning and mastery learning), cognitive covert action (with two levels without mindfulness/unrealistic evaluation and mindfulness /real evaluation), emotional-functional overt action (with two levels of cowardice and bravely), response continuity (with two levels of non-continuity of response and continuity of response) and originality of response (with two levels of inauthentic/non-integrity of behavior and authentic/integrity of behavior), which whose validity is confirmed by the opinion of experts and specialists and its reliability is supported by the three-dimensional model selected from all the dimension for the exploratory definition of the authentic educational courage construct, after the complete fitting of the mentioned model with the experimental data obtained from the questionnaire items and the membership of each point to one of the levels of the five dimension was confirmed.Conclusion: The results of this study indicated the appropriate validity of the authentic educational courage construct in the studied sample. Therefore, it seems that this tool can be used as a basis for measuring authentic educational courage of learners by experts and researchers, especially in the field of educational sciences.
Psychology
Danial Poorhashemi; Fereshteh Kordestani; Lotollah Abbasi Servak
Abstract
Purpose: The main purpose of this article is to design a model for improving the academic performance of witness and self-sacrificing students of Islamic Azad University in Tehran province.Methodology: The research method is mixed (qualitative-quantitative). In order to carry out this research, in addition ...
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Purpose: The main purpose of this article is to design a model for improving the academic performance of witness and self-sacrificing students of Islamic Azad University in Tehran province.Methodology: The research method is mixed (qualitative-quantitative). In order to carry out this research, in addition to the document study, the ground theory method was used to identify the effective factors on improving the academic performance of Shahid and self-sacrificing students of Islamic Azad University of Tehran. The statistical population in this research were all experts in the field of educational management and higher education and human resources management until the theoretical saturation of 17 interviews. In addition, all interviews lasted between 45 and 75 minutes. Semi-structured interviews with experts were conducted in 1401 in the form of a questionnaire with 84 indicators, 32 components and 7 dimensions, and to determine the current state of the dimensions, the sample T-Tech test was used, and the structural equation method was used to design the model.Findings: In the current situation, the content dimension with a T value of 3.8 has a better status than other dimensions, and finally, 5 factors of philosophy and goals, supporting theories, implementation steps, evaluation and feedback, and promotion mechanism were used to validate the model, which showed that The model has sufficient validity.Conclusion: Also, the results of the regression test and the output model show that the highest level of correlation is between the dimension of the main category and the results. On the other hand, the coefficient of influence between the variables also indicated that the coefficient of influence of the conditions of the main category on the results with a coefficient of (0.860) has the greatest impact compared to the relationships of other variables.
Abolghasem Barimani; Vahid Ebrahimi
Abstract
Purpose: Academic performance refers to a person's success in one or more academic subjects, which is measured according to pre-determined criteria and standards. The purpose of this study was to investigate the relationship transformational teaching and academic performance with the mediating role of ...
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Purpose: Academic performance refers to a person's success in one or more academic subjects, which is measured according to pre-determined criteria and standards. The purpose of this study was to investigate the relationship transformational teaching and academic performance with the mediating role of academic passion in students.
Methodology: The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of this study included 4300 students of at the Secondary school of Neka. The statistical sample was 353 participants that determined by the using Krejcie and Morgan table, and selected by stratified random sampling according to gender. Data were gathered by using three Questionnaires of Pham & Taylor transformational teaching (1999), Schaufeli et al academic performance (2002) & Beauchamp et al (2010) academic passion Questionnaires. Their reliability was calculated to 0.82, 0.86 and 0.82 respectively by the use of Cronbach Alpha. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS).
Findings: The results of this study showed that there is a significant relationship between transformational teaching and academic passion with academic performance. 53.7% of academic performance and 66.5% of academic passion is explained by transformational teaching. And the academic passion variable has a mediator effect on the relationship between transformational teaching and academic performance. Fit indices indicate that the proposed model is an appropriate fit.
Conclusion: Teachers 'use of transformational teaching methods and strengthening students' academic enthusiasm can improve their academic performance.
Erfan Atarod; Badri Abasi
Abstract
Purpose: This research was conducted with the aim of comparison the academic performance and mental health of gifted and normal female students.Methodology: This research in terms of purpose was applied and in terms of implementation method was causal-comparative. The research population was gifted and ...
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Purpose: This research was conducted with the aim of comparison the academic performance and mental health of gifted and normal female students.Methodology: This research in terms of purpose was applied and in terms of implementation method was causal-comparative. The research population was gifted and normal female students of Talesh township in the academic years of 2018-19. The population of gifted female students was 104 people, which according to Krejcie and Morgan table number of 82 people were selected as a sample by simple random sampling method and accordingly, 82 normal female students who were matched with them were selected as a sample by purposive sampling method. The research tools were included the academic performance questionnaire (Pham & Taylor, 1999) and symptom checklist revised of mental disorders (Drogatis, Lipman & Covi, 1973). Data were analyzed by dependent t-test in SPSS-20 software.Findings: The findings showed that gifted and normal female students were significantly different in terms of academic performance and all five components including self-efficacy, emotional effects, planning, lack of outcome control and motivation (P<0.05). In the other words, gifted female students were better off in terms of academic performance and its components. Other findings showed that gifted and normal female students were significantly different only in terms of two components of mental health including somatization and obsessive-compulsive (P<0.05), but in terms of overall mental health and other components including interpersonal sensitivity, depression, anxiety, aggression, phobia, paranoid ideation and psychoticism were not significantly different (P>0.05). In the other words, gifted female students were worse off only in terms of the two components of somatization and obsessive-compulsive, but there was no significant difference in terms of overall mental health and other components.Conclusion: According to the results of the present study, planning is necessary to improve the academic performance of normal female students and reduce somatization and obsessive-compulsive of gifted female students.
Fereshteh Koosali; Jamal Sadeghi; Hamed Barjasteh; Azadeh Kiapour
Abstract
Purpose: The aim of this study was to determine the mediating role of emotional processing in the relationship between mind theory and academic performance in bilingual students.Methodology: This was a cross-sectional correlational study. The study population was the bilingual female students in the ...
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Purpose: The aim of this study was to determine the mediating role of emotional processing in the relationship between mind theory and academic performance in bilingual students.Methodology: This was a cross-sectional correlational study. The study population was the bilingual female students in the ninth grade of Bandar Torkaman County in the academic years of 2019-20 with number of 1200 people. The research sample was 280 people who were selected by multi-stage cluster sampling method. Data were collected with using the theory of mind scale (Steerneman, 1994), academic performance questionnaire (Pham & Taylor, 1999) and emotional processing scale (Baker & et al, 2010) and were analyzed by Pearson correlation coefficient and structural equation modeling methods in SPSS-18 and AMOS-23 software.Findings: The findings showed that the mode of mediating role of emotional processing in the relationship between theories of mind with academic performance in bilingual students had a good fit. Also, theory of mind on emotional processing and academic performance of bilingual students and emotional processing on their academic performance had a direct and significant effect (P<0.05). In addition, theory of mind with the mediating role of emotional processing had an indirect and significant effect on the academic performance of bilingual students (P<0.05).Conclusion: According to the direct and indirect relationships of the present study, planning to improve the academic performance of bilingual students is essential by promoting theory of mind and emotional processing
Mahboubeh Soleimanpour Omran; Ali Eslami; Toktam Vosoughi Motlagh
Abstract
Purpose: The aim of this study was to investigate the relationship between perceptions of classroom perceptions and self-regulated learning strategies on students' academic achievement. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of type of research. ...
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Purpose: The aim of this study was to investigate the relationship between perceptions of classroom perceptions and self-regulated learning strategies on students' academic achievement. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of type of research. The statistical population included all high school students in Sabzevar city in the academic year of 2018-19. Using the Cochran's formula and clustering method, the number of 322 people was selected as a sample. Data collection tools included the Pinterich and DeGrout Self-Regulation Learning Strategy Questionnaire (MSLQ) (1990), the Center for Perceptual Assessment of Gentry Classmates et al. (2002), and the McMinner Academic Progress Questionnaire (ISM) (1992). Data analysis was performed using Pearson correlation coefficient test and regression and structural equation modeling to investigate the fit of structural equation model with the collected data, using SPSS software version 21 and AMOS version 18 in a significant 0.05 system. Results: The research findings indicate that perceptions of school activities and self-regulated learning strategies on academic performance were positive and significant among high school students in Sabzevar (P <0.005). Conclusion: According to the findings, self-regulatory education has been effective in increasing learning and performance strategies and they have reported higher use of cognitive strategies, metacognitive strategy and resource management strategies and also had high academic performance.
Mehrnoush Khodadad Hoseini; Sanaz Ashkan
Abstract
Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control ...
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Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control group. The research population was all third to fifth grades of elementary students of district one of Tehran city in 2016-17 academic years. The research sample was 120 students who were selected by cluster random sampling method and with method of simple random replaced into two equal groups (60 people in experimental group and 60 people in control group). The experimental group trained in metacognitive knowledge enhancement program instruction for 8 sessions of 2 hours and the control group did not received any training. The research instruments were the questionnaires of academic performance (Torrance, 1974) and fostering creativity (Pham and Taylor, 1999). Data were analyzed by multivariate analysis of covariance method in SPSS-22 software. Findings: The findings showed that there was a significant difference between the experimental and control groups in both variables of academic performance and fostering creativity. In the other words, teachers' metacognitive knowledge enhancement program instruction led to increased academic performance (all its components including self-efficacy, planning, emotional effect, lack of outcome control and motivation) and fostering creativity (all its components including flexibility, fluency, elaboration and originality) of elementary students (p < 0.05). Conclusion: Based on the results, teachers can use the teachers' metacognitive knowledge enhancement program instruction along with other educational methods to improve academic performance and fostering creativity of elementary students.
Gholamreza Tajbakhsh; Sajjad Riahi
Abstract
This research was conducted with the aim of investigating the relationship between quality of life and academic performance of students living in the dormitory of Razi University, Kermanshah. Its method is a survey and the number of 205 people, the sample size, was selected using Cochran's sampling formula ...
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This research was conducted with the aim of investigating the relationship between quality of life and academic performance of students living in the dormitory of Razi University, Kermanshah. Its method is a survey and the number of 205 people, the sample size, was selected using Cochran's sampling formula and simple random sampling method. Findings: 2.8% of the respondents said that their quality of life is generally very poor, 4.14%/43% are good, and 29.6% are neither good nor bad, 9.9% are poor. , 3 described their life in general very well. On the other hand, 2% of the passers-by were relatively satisfied with their health status, 23.46% were relatively satisfied, 3.3% were dissatisfied, 4.1% were very dissatisfied with their health, and 9.24% were also completely satisfied with their health status/percentage satisfied, and About one-tenths of the sample ratio were (4). Among the four dimensions of quality of life, the highest sample mean was related to the dimension of physical health between age, marital status, and the lowest score was related to the dimension of environmental health. was 10 (M=56.3), while a significant relationship was observed between gender, field of study, ethnicity, and academic performance (p<0/05) and no significant difference was observed between academic year and academic performance. The results of hierarchical regression analysis Multiple showed that the variable of age and ethnicity in the first stage and the variable of ethnicity and social relations8% of the variable variance under /14 and 9/ (social support) in the second stage were able to explain 3 studies (academic performance) respectively.
