STUDIES IN EDUCATION & PSYCHOLOGY
Year:2008 | Volume:9 | Issue:1|Papers Count:17

Making and Normalization of the academic motivation scale for male high school students and the effect of instruction of the study skills on the motivation have been studied. For making of academic motivation scale, 8 theories of motivation in education such as Achievement need, Value-Expectancy, Goal orientation, Competence motivation, Self worth, Self efficacy, Attribution, and Intrinsic-Extrinsic motivation have been used. After complete review on the concepts of different theories, Achievement need, Self efficacy, and intrinsic motivation have been selected and suitable item that show the behavioral character have been defined. A number of 1122 male high school students in Mashhad city in academic year of 84-85 have been selected. Since the Cronbach coefficient alpha was 0.91 and test - retest was equal to 0.88, the reliability has been proved. Content validity has been confirmed by several expertises in the field of educational psychologist and psychometrics. Criterion validity by considering correlation coefficient of the student mark with the scale of average grade in the past two years was 0.31 and the correlation coefficient of the student mark with the scale of his teacher judgment was 0.56, these results confirmed the criterion validity. Correlation between mark of each question and total mark and correlation of each component indicate the construct validity. Percentile orb also have been studied. To study the effect of instruction of the study skills on the motivation, two groups of students have been selected. Each group consists of 30 students. Pre-test and post-test after instruction has been done. Comparison of average between two groups indicates that instruction of the study skills cause to increase motivation mark of the student base on the fabricated scale.

The present research has discussed the relation of child - rearing practices with self - efficacy and mental health of high school grade two students of Mohabad in 1383- 1384. The research is a survey - correlation one. Statistical calculations have been conducted by SPSS software. The volume of sample studied included 360 persons, 193 males and 167 females. The sampling is multi-stage random. Collecting the data was conducted by questionnaire of chafer child -rearing practices, self – efficiency of Sherz and colleagues and general health of Goldberg and Hiller. In order to testing hypothesis and questions, through statistical inference it was characterized that there is a meaningful difference between self - efficacy of the students whose pants had child - rearing practices, mental health of the students with different child - rearing practices experience differ meaningfully. There is a positive and meaningful relation between mental health and self-efficacy. There is not meaningful Difference between mental health of male and female students. Child - rearing practice of students is different regarding their course. Self - efficacy of the students is not different in various courses. The students educating in different courses have not meaningful difference for mental health. There is not meaningful difference between males and females for self-efficacy.

This research was developed to study the effect of personality characteristics of the employees of organization of education on their participation level in suggestion system based on Robbins's theory. The population of the research cosists of all employees who work in Razavi Khorasan organization of education, seven regions and Tabadkan zone of Mashhad (N=37227). For this research tow population included participative (N=120) and non partisipative employees in suggestion system was considered. Also, a sample included 30 persons from participative group and 50 persons from non participative group selected. Sampling method for participative group was deliberate method and for non participative group was random method. For data, collection tow questionnaires were used: (1) questionnaire of participative employees and (2) questionnaire of non participative employees. The reliability of the questionnaires were determined by Cronbach alfa. Result of self-esteem questionnaire shaw 82%, self-monitoring questionnaire 81% and locus of control 63%. Finding doesn’t show significant difference between the personality characteristics of participative and non participative employees.Also through the biographical characteristics, just "gender" and "educational license" show significant difference between the participative and non participative employees.

During the last two decades, many higher education systems in the world has attempted to evaluate and improve the quality of education, research and services at the university and higher education level. Countries which have been successful in these attempts, have initiated continuous evaluation and applied internal evaluation (self-evaluation) as a basis for promoting quality culture. In doing so, most of these countries have carried out internal evaluation on the basis of institutional objectives: In Iran, also, implementation of continuous evaluation projects started in 1996. Then, attempts were made to institutionalize departmental self-evaluation at the university level. However, in doing so departmental objectives were obstacles to the process of self-evaluation. The most recent experience in self-evaluation was self-evaluation process of Planning and Management Department of Tehran University. In this article, while a decade of self-evaluation experiences in Iran are analyzed, the process of goal setting and clarifying departmental objectives for internal evaluation is being presented.

This study aimed to investigate how the teacher classroom management styles may affect on student's metacognitive skills. Three teacher's classroom management styles (non-interventionist, interventionist and internationalist) were being compared in their possible effects on the fifth grade students' metacognitive skills. Data were collected from a total of 307 students via the self- report inventory (Sperling & etc, 2001) and from a total of 60 teachers via the classroom management styles inventory. The results showed that teachers with an internationalist management style had students with more developed metacognitive skills than those with the noninterventionist, interventionist styles.

The present study aims at considering the category of knowledge from the viewpoint of Mollasadra, the Muslim philosopher, and comparing it with that of Peripatetic’s. Mollasadra maintains that the reality of knowledge is of the origin of existence hence it is intuitive. He proves that the knowledge of existence depends on inner knowledge of the soul and the latter is possible only through mystical journey and spiritual training. Next, he concludes that knowledge of God has to be intuitive and "man" in contrary to other beings is not a limited and substantial concept but is an ontological being enjoying the reality of "man" depending on the extent to which the stages of being have been actualized in him. As such, Mollasadra's theory, having its roots in Islamic mysticism, is similar to theories of Greek philosophers and differs considerably from those of Western ones except for the existentialist philosophers. Such a perception of the reality of knowledge reveals that knowledge and morality, theory and practice are not separated from each other but in fact speculative and practical philosophy are mutually interrelated. In other words, “man” in the world is not a passive being reflecting forms in his mind mirror-like but he is a creature capable of manifesting the existence and the reality of being so that making the boundary between Epistemology and Ontology disappeared.

There was a new thought methodology constructed in the 17 century which had a huge impact on behavior and education schools. One of the prominent scholars was Jan Amor Comenius. From Comenius point of view human being is the center and the heart of creation world. He constantly put his emphasize on the concept of unlimited power of human being for learning, the claimed that education human being for learning. The claimed that education for all people and nations is unpreventable job Comenius investigation on priority of action principle as an automatic action which has close interaction with needs, interests and emotional factors. In his belief action is the source of knowledge. His credo is that one of most significant problems in teaching is trying of the teacher to balance between positive education and negative limitations. Education should be comprehensive without omission of carefulness and order. His worldly attitude toward education leads to same innovations in the area of peace thought and his well-known article as the angle of peace. His separated view toward language caused him to be prominent in his era he gave the priority language.

The purpose of this study was to determine the effectiveness of mindfulness method on the reduction of obsessive-compulsive symptoms in out-patients referred to psychiatric and psychological service centers of Isfahan. Therefore, 20 patients with obsessive-compulsive disorder who were diagnosed on the basis of clinical interview and 'used medication were randomly selected and assigned to two groups: training and control groups. The training group received a manual booklet prepared by experimenter. This booklet contained practical instructions, four steps and homework that were based on mindfulness method. The length of treatment lasted for 6 sessions, and the subjects were asked to give reports of their progress to the experimenter in next session. The subjects in the control group were assigned to waiting list. Maudsley Obsessive Compulsive Inventory (MOCI) was administered to all subjects as the pre, post, and follow-up tests. This questionnaire gave a total score and five scores on the five subscales that contained washing, checking, slowness, doubting and rumination. The results of analysis of covariance showed that the means of total scores were significantly reduced in the training group as compared to the control group on the post-test and on the one-month follow-up(P<0.001). The means of sub-scales scores were significantly reduced in the training group as compared to the control group on the post-test of washing(P<0.05), checking(p<0.01), slowness(P<0.05), doubting(P<0.01) and rumination(P<0.01). Also the means of sub-scales scores of washing, checking, doubting rumination, (P<0.01) and slowness(P<0.05) were significantly reduced in training group as compared to the control group on the one-month follow-up.

This study was conducted to investigate the relationship between cognitive styles and student’s achievement in computer assisted learning environment (smart schools), compare to traditional environment. Riding's Cognitive Styles Analysis (CSA) was administered to sample of 321 students in second grade of high school from reigns 4 and 7 in Tehran. In order to control correlated factors with student's achievement, they were matched in internal motivation and intelligence. Using log- linear analysis model revealed that verbal cognitive style students in computer assisted learning environment performed better than traditional one in mathematics. There was no significant difference between this two learning environment in chemistry.

This research aimed to investigate the influence of emotional intelligence instruction on development of high school adolescent s emotional intelligence skills. The participants were 1000 high school girls that were randomly selected and assigned to experimental (N=500) and control (N=500) groups. The Shut ei questionnaire was administered with both groups before and after the intervention. Experimental group received the instruction during six 90 minutes sessions. The results indicated that, in comparison with control group, the intervention could improve significantly the experimental group s emotional intelligence skills.

The present study was designed to investigate power of E.Q and demographics in predicting of academic achievement in gifted student the basic assumption was to examine whether E.Q, its different components, and demographics could predict academic achievement the sample group was 60 gifted girls selected randomly from tow secondary centers. The instruments used were Bar- On and demographic questionnaires. Pearson coefficient and backward multiple regression were used for analyzing of data. Result revealed that there is not significant relation between total E.Q and academic achievement, while significant relation were found between one category of E.Q (adjustment) and two components of this category (problem solving and reality testing) with academic achievement. Result on multiple regression analysis showed that, three components of E.Q (problem solving, reality testing and stress tolerance) and one demographic variable (birth order) were the most important for prediction of academic achievement (r=0.59, r2=0.35, p<0.01). Birth order and family size were also positive correlated with academic achievement. Result and implications are discussed.