Educational Psychology
Saeed Gharaaghaji; Shahram Vahedi; Eskandar Fathi Azar; yousef adib
Abstract
Introduction The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components. Method This study ...
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Introduction The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components. Method This study aimed to explore the contextual, processual, and consequential factors related to procrastination. For this purpose, the current study used grounded theory. 30 third-grade high school students in the academic year 95-96 were selected through purposive and theoretical sampling. Semi-structured interviews were conducted to collect data. During this process, open and axial coding were carried out. Related categories in the field of paradigmatic model, process and outcome were determined. Then in the selective coding, the core category or main research theme was extracted. Results The findings revealed 12 main themes and 33 sub-themes in the model paradigm. In the domain of context, the structure of the educational system, factors related to teachers, peers, tasks, parents, and individual traits; in processual domain, poor planning and time management, low mindfulness and delay in doing homework, and finally academic and emotional consequences were extracted. The central category extracted was an instrumental attitude towards learning. Discussion According to the results of this study, students consider learning as an instrument for achieving external outcomes. Therefore, learning activities take priority when there is a possibility that they might lead to the desired results; otherwise they will be set aside. Central category linked context to the process making the consequences of procrastination more comprehensible. Findings specified the components of academic procrastination in the framework of grounded theory. Based on this model, suggestions were presented in different areas for education authorities, teachers, parents and students.
Educational Psychology
Abstract
Research shows that teaching models have positive effects on factors related to learning. The aim of this study was to evaluate the effect of McCarthy model, the performance of problem-solving and mathematical efficacy of eighth grade female students in Tabriz. Pre-and post tests method was used on 50 ...
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Research shows that teaching models have positive effects on factors related to learning. The aim of this study was to evaluate the effect of McCarthy model, the performance of problem-solving and mathematical efficacy of eighth grade female students in Tabriz. Pre-and post tests method was used on 50 female students who were randomly selected and assigned to two groups of 25 students each in the experimental and control group. The experimental group received 8 sessions of 90- minutes’ length in math instruction using Mecarthy method, the control group received instruction in the same math content for an equal amount of time using traditional method to collect data math tests and used math self-efficacy questionnaire were. The results of the analysis of covariance showed that there was a significant difference between the performance of and control groups were significantly different mathematical problem solving math problem sowing between the 2 groups (F= 70/337, P<0/05, η2=0/75). The results also showed a significant difference between the experimental and control on mathematics self-efficacy (F=78/68, scores P<0/05, η2=0/76) the experimental group average performance was significantly higher.