Educational Psychology
Nasrin Rahmanpour; HASAN ASADZADEH; Esmaeel Sadipour; Noorali Farrokhi
Abstract
Aims: The purpose of this study was to develop a self-determination educational package and determine its effectiveness on intrinsic motivation, extrinsic motivation and amotivation of high school students. Method: The research method was semi-experimental with pre-test, post-test with the control group ...
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Aims: The purpose of this study was to develop a self-determination educational package and determine its effectiveness on intrinsic motivation, extrinsic motivation and amotivation of high school students. Method: The research method was semi-experimental with pre-test, post-test with the control group and follow up. At first, self-determination educational package was compiled using library studies, then the rate of content validity ratio (CVR) and content validity index (CVI) was determined by the experts. Using a multistage cluster random sampling method, a 22-members class and a 20-members class of 10th grade empirical science filed were assigned to the experimental group and the control group, respectively, that experimental group had 2 students drop. The experimental group received an educational package in eight 90-minute sessions, and the control group did not receive any education. The findings were analyzed using covariance analysis and repeated measures analysis of variance. Results: The content validity index (CVI) for all goals in the educational package was 0.9 to 1, and the content validity ratio (CVR) for all goals in the educational protocol was 0.8 to 1. The findings indicated that the self-determination educational package affects the intrinsic motivation, extrinsic motivation and amotivation of high school students in Tehran. Moreover, no meaningful difference between post-test and follow-up was detected, which reveals the stability of learning effects. Conclusion: self-determination educational package has the potency to promote intrinsic and extrinsic motivation, reduce amotivation in high school students and improving quality of learning.
Educational Psychology
nahid Shafiee; nasser behroozi; Manijeh shehni Yailagh; Mahmood Abolghasemi
Abstract
Abstract The purpose of this study was determining the causal relationship between the perception of constructivist learning environment and individual systematic thinking with a tendency to lifelong learning, mediated by intrinsic motivation. The participants include 450 undergraduate students at Shahid ...
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Abstract The purpose of this study was determining the causal relationship between the perception of constructivist learning environment and individual systematic thinking with a tendency to lifelong learning, mediated by intrinsic motivation. The participants include 450 undergraduate students at Shahid Chamran University that were studying in year of 1994-95 and selected by multi-stage random sampling method. The instruments used included questionnaires "tendency to lifelong learning", "perception of constructivist learning environment", "individual systematic thinking" and "intrinsic motivation". To evaluate of proposed model was performed Structural Equation Analysis Method (SEM) and was utilized to test the indirect relations of Macro Prechere and Hayes program. Results: The evaluation of the proposed model of the study showed good and acceptable fit of the model. The direct effect of variables from the perception of constructivist learning environment, individual systematic thinking, and intrinsic motivation with the tendency lifelong learning was significant to positive. The direct effect of the perception of constructivist learning environment and individual systematic thinking with positive intrinsic motivation was significant to positive. The indirect effect of perception of the constructivist learning environment and individual systematic thinking on the tendency to lifelong learning, through intrinsic motivation was confirmed.
Educational Psychology
Abstract
The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. ...
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The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. Then, 742 students (358 girls and 384 boys) were selected by cluster sampling method and CTS questionnaire in Five subscales, including Valuative Thinking, Emotional Thinking, Normative Thinking, Active Thinking and Empathic Thinking, were distributed among them and the results were interpreted and analyzed. Content validity of the questionnaire was assessed by 16 local and foreign professors. The reliability of this test was also evaluated by using Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated the content validity was appropriate (CVR = 0/87), and in the construct validity, according to the results of EFA, 29 questions were deleted and the validity of the 60-item test was confirmed. Finally, from each of the sub skills, five questions that were the most frequent factors were selected and the form of the 25 questions was verified by using CFA. The findings also showed a significant difference between Caring Thinking, Valuative Thinking, Emotional Thinking and Normative Thinking skills among boys and girls. This research results indicated that the CTS questionnaire provides information on general skills and five sub skills, and can be used to measure and develop this skill for first high school students.
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.
Educational Psychology
A.K. Neisi
Abstract
The aim of the present redearch was to recognize weak points of descriptive evaluation plan from elementary school teacher views in Ahwaz education system organization. The research population included all elementary school teachers of Ahwaz education system organization. Random sampling method was used ...
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The aim of the present redearch was to recognize weak points of descriptive evaluation plan from elementary school teacher views in Ahwaz education system organization. The research population included all elementary school teachers of Ahwaz education system organization. Random sampling method was used for selecting sample. In such a way that out of four districts two districts were selected randomly & from these two districts one hundred & eighty individuals from teachers were selected in randomly simple way. For data collecting, questionnaire of recognizing weak points of researcher – made evaluation plan was used. For data analysis , exploratory factorial analysis was used. The results showed that three factors as weak points of descriptive evaluation plan( factor related to student with 14 points & 18.84 percent variance, factor related to instruction with 11 points & 35.65 percent variance & factor related to family with 8 points & 49.26 percent variance) were recognized.
Educational Management
keivan moradi; Mozafaralldin Vaezi
Abstract
The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According ...
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The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According to cochrane formula, 142 teacher were selected as samples. Multiple cluster sampling method was used in this research. Teacher academic optimism questionnaire (Beard et al, 2010) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (teachers academic optimism =α 0.982). To analyze data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between teacher's academic optimism and student's academic achievement in public high schools of Tehran city. [2] Among teacher academic optimism dimensions (academic emphasis, sense of self efficacy, trust in student and parents), teacher sense of self efficacy accounted for the highest degree of variance in students academic achievement.
