Mahmood Bohrani; Gholamreza Rajabi
Volume 20, Issue 1 , May 2013, , Pages 203-220
Abstract
This research aimed to study of the effects of classroom goal structures on students’ psychological wellbeing with respect to the mediating role of self-efficacy and basic psychological needs. In this regard, the effects of performance and mastery goal structure as exogenous variables with self-efficacy ...
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This research aimed to study of the effects of classroom goal structures on students’ psychological wellbeing with respect to the mediating role of self-efficacy and basic psychological needs. In this regard, the effects of performance and mastery goal structure as exogenous variables with self-efficacy and basic psychological needs as mediating variables on wellbeing were tested through a hypothesis model. Research method in this study was a correlation research. The subjects consisted of 160 secondary students (77 girls and 83 boys) of tenth grade in 2010-11 academic years, which were selected by cluster random sampling method from four educational region of Shiraz city. Instruments included the basic psychological needs scale (1985), the goal structure scale (2003), the self-efficacy scale (1982) and the life satisfaction scale (2007). The results showed that, the effect of performance goals structure were not supported by the empirical data, But the effect of mastery goals structure were supported. The exogenous variable of mastery goals could significantly predict the mediating self-efficacy and basic psychological needs variables, and the latter variables also significantly predicted well-being as the final endogenous variable. In this manner, only the mastery goals structure can predict students' psychological well-being with mediating role of academic self-efficacy and psychological needs. However, this result is in regard with the importance of mastery goals which emphasis on dominated learning over subject has theoretical and logical benef
M Bahrani; M Khayyer; M Hoseinchari
Volume 18, Issue 1 , September 2011, , Pages 125-150
Abstract
The aim of the present study was to study the social interactions in educational settings and their cognitive, motivational and affective outcomes. For this purpose, the model of relationships between motivational, affective, and performance outcomes with respect to the mediation effect of self-efficacy ...
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The aim of the present study was to study the social interactions in educational settings and their cognitive, motivational and affective outcomes. For this purpose, the model of relationships between motivational, affective, and performance outcomes with respect to the mediation effect of self-efficacy were analyzed. Participants were 273 middle school students (150 female, 123 male) selectedby cluster random sampling method from central areas of Shiraz City. Subjects completed scales of self-efficacy, academic motivation, positive and negative affects, feeling toward school and a math test. Results were analyzed by regression and path analysis methods. Findings showed that teacher and peer evaluation of students as the classroom social factors were the significant predictors of math self-efficacy. Self-efficacy was the unique factor which had a direct effect on motivational and affective variables. The influence of classroom social factors could affect dependent variables through self-efficacy. Also, self-efficacy and peers evaluation both had a significant direct effect in predicting math performance. Results were discussed in regard to theoretical issues. The results were consistent with the previous findings suggesting that self-efficacy judgments have a salient influence on the academic motivation, affects and performance of students
M. Bahrani
Abstract
This study was conducted to promote information concerning book- reading, and leisure time (i.e. non-academic) reading habits in the target population. The statistical population of this investigation embraced high school students studying in Grades 1-3 (9 th- 11th years) of Fars Province. The sample, ...
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This study was conducted to promote information concerning book- reading, and leisure time (i.e. non-academic) reading habits in the target population. The statistical population of this investigation embraced high school students studying in Grades 1-3 (9 th- 11th years) of Fars Province. The sample, comprising 3585 sudjects, drew students from the center of the Province (Shiraz) and five other cities selected randomly.
The results show that: a major part, i.e. 36.2% of the whole student leisure time is wasted; 22.8% of it is spent on academic studies; 17.6% is devoted to TV watching; and only 1.1% of leisure time is alloted to free (i.e. extracurricular) reading. This means the daily time spent on free reading by individual students is minutes. Girls devote more time to both academic and non-academic reading than boys. Regression analysis indicates that, disregarding gender effect, speed of reading, membership of public libraries, student’s family members’ study habits, exposure to stoiy telling in childhood years, student’s OPA, and father occuption constitute the most significant predictors of the students’ free time reading habits.
