QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2016 | Volume:12 | Issue:39|Papers Count:13

The main aim of the present research was to investigate the effects of instructional methods (group discussion, question-answer, scientific display, and lecturing) on students' achievement motive. The research statistical population included all students of Teacher Training Centers (Farhanguian University) in Alborz province. In a semi-experimental design, 270 students were selected using proportional stratified random sampling method and then assigned into four groups. Afterwards, each group was taught a common course (educational psychology) with a specified teaching method for one semester. The subjects' achievement motive was measured by Hermance' achievement motive questionnaire. The collected data were analyzed using One-way Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA) and Tukey's test. The results revealed that students' achievement motive was significantly different in terms of different teaching methods taught to them. That is, students who were taught by group discussion method, showed a high level of achievement motive. In this manner, scientific display, and question-answer affected students' achievement motive. It can be concluded that instruction with modern teaching methods help enhance students' achievement motive.

This study was carried out to predict academic burnout based on quality of college life and hope for employment among university students. The research method of study was correlational descriptive. The statistical community included all undergraduate university students living in Mohaghegh Ardibili University dormitories in academic year 2015-16, among whom there were selected 210 sample individuals using available sampling method. For data collection, there were employed Sirgy et al's questionnaire on quality of college life, Ghoreishirad's questionnaire on hope for employment and Bersos et al's questionnaire on academic burnout. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis. The findings indicated that there exists a significant negative relationship between the quality of college life and hope for employment in one hand and academic burnout on the other hand. Also regression analysis revealed that academic burnout can be predicted negatively with determination coefficient of %19 by quality of college life and hope for employment. Therefore, it can be concluded that the quality of college life and hope for employment may be taken into account as the important variables in relevance to the academic burnout of the university students.

This research aimed at explaining the effects of psycho-social factors on the altruism of charity school- builders. Research method was correlational, and the sampling method was multi-stage cluster sampling. According to the numbers of variables and Kerjesi-Morgan Table, the sample size was determined as 370 people. The following instruments were used to collect data: Personality tests (Neo), Optimism, Schwartz' General Self- efficacy, Hermance's Achievement Motivation, material values, metaphysics, moral autonomy and moral sentiments. Data were analyzed by Pearson correlational matrix and the multivariate regression was analyzed based on a simultaneous model. The research findings showed that there is a significant relationship between various dimensions of personality and the donors' altruism. The characteristics of self-efficacy, optimism and achievement motivation have also a significant relationship with the donors' altruism. Meanwhile, social factors or moral autonomy, material values, moral sentiments as well as metaphysic values have a significant relationship with the donors' altruism. According to the calculation of slope coefficient, psychological factors consisted of extroversion, agreement, life orientation and self-efficacy have clarified the donors' altruism. Social factors such as material values, metaphysics and moral sentiments have influenced the donors' altruism.

Procrastination means postponing the works or tendency to do it in the last moments. Procrastination causes high degree of anxiety and depression in student and also negative emotions. One of the efficacious components on procrastination is the lack of emotional regulation and disability of emotional self- regulation. Emotional regulation styles insist on concealing, adjusting and tolerating. This research was conducted to study the relationship between the procrastination behaviors of high school male students and emotional styles. The sample consisted of 252 students, which were selected through cluster random sampling method from schools of Rasht. The instrumentals used in the study were Procrastination questionnaire, and emotional styles. Data were analyzed by multiple regression (stepwise) method. The results showed that adjusting (Beta= 0.33) and tolerating are (Beta= 0.14) important predictor of procrastinations (p= 0.001). In addition, it was found that 11% of the variance of procrastination was accounted by linear combination of adjusting and tolerating decision making style.

Because of the importance of personality traits in the development of identity styles, the present study investigated the role of openness to experience in anticipation of the identity styles and commitment. To do this, by using research method of correlation, 115 female students at University of Tehran were randomly selected and administered the Openness to Experience subscale of Costa& McCrae Personality Inventory (NEOPI-R) and Berzonsky Identity Style Inventory (ISI-4). Results showed that fantasy negatively and significantly correlated with informative identity style, and ideas positively and significantly correlated with informative identity style. Also, Results showed significant negative relationship between the total score of openness to experience, ideas, aesthetics, values and normative identity style. Furthermore, ideas and aesthetics were negatively and significantly correlated with diffuse-avoidant identity style. Besides, significant positive relationship between ideas and commitment was observed. Moreover, ideas and feelings positively anticipated and fantasy negatively anticipated the informative identity style variances. And the total score of openness to experience negatively anticipated and feelings positively anticipated the normative identity style and only ideas of the openness to experience dimensions negatively anticipated diffuse-avoidant identity style. Also, ideas positively anticipated and values negatively anticipated commitment variances. The results indicated that personality trait of the openness to experience plays an important role in the development of identity styles and commitment.

The aim of this study was to compare the effectiveness of Reigeluth and Gagné instructional design models together and with traditional method in learning Vocational and Technical Teaching (Industrial Arts) of the third grade junior students. To achieve this objective, a quasi-experimental pretest-posttest control group was used. Population consisted of all male students of third grade junior school of Qods city and a sample of 59 people from the community who were selected through cluster sampling in the control group and the experimental testing of two, respectively, with conventional approaches, the models of Gagné and Reigeluth instructional designs, training was provided for them. For each group pre-test, post-test and retention tests was conducted. For data analysis, descriptive statistics, indicators such as the mean and standard deviation scores, used and inferential statistics to evaluate the hypothesis of analysis of covariance was used. The results showed that the difference between traditional learning and instructional design models of Reigeluth and Gagné at a significance level of 95% is significant, but there was no significant difference between educational design models of Gagné and Reigeluth.

The aim of this study was to explore the influences of Big Five-Factor personality traits on happiness and to examine the mediating effect of resilience in this relationship. In this research extraversion, neuroticism, open-ness, conscientiousness and agreeableness were considered as precedents of happiness, and resilience was considered as mediator between Big Five Factor traits on happiness. The sample consisted of 300 college students in Shahid Chamran University of Ahwaz that selected via multistage random sampling. Data were collected by NEO-Five-Factor Inventory (NEO-FFI), Connor–Davidson Resilience Scale (CD-RISC) and Oxford Happiness Inventory (OHI). Structural equation model (SEM) through SPSS-21 and AMOS-21 were used for data analysis. Results suggested that model with some modification had good fit with the data. Results from path analyses revealed that resilience partially mediated the association between extraversion, neuroticism, open-ness and conscientiousness with happiness. One of indirect hypotheses of model (the agreeableness toward happiness by mediating resilience) was not confirmed.

The aim of this study was to investigate the relationship between the identity properties and computer anxiety with computer self-efficacy of high schools students of Amol. The research method was a correlation. The purpose of this study is an applied research. The population was 11,532 students. The sample was 390 which had been selected by cluster sampling. The research instrument was Computer Anxiety Hiens Questionnaire, identity properties of NEO and Computer Self-efficacy Questionnaire of Morfy et al. Data were analyzed using Pearson correlation, multiple regression and path analysis via a simultaneous use of SPSS21 and LISREL8.80. There is a negative relationship between computer anxiety and computer self-efficacy. There is a relationship between identity properties with computer self-efficacy. Regression analysis showed that extroversion, openness, agreement, conscience and computer anxiety predict students' computer self-efficacy. The results of path analysis showed that extroversion, openness, computer anxiety, conscience through agreement effect on computer self-efficacy students. But Agreement directly affects the impact on students' computer self-efficacy. On the other hand, extroversion, openness, computer anxiety through conscience has an indirect effect on agreement indirect effect. But conscience can have a direct effect on agreement. The findings of this study are based on the use of identity properties and computer anxiety focuses on students' computer self-efficacy.

The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning styles and interaction preferences scales. The results analyzed by using Pearson correlation and stepwise regression analysis. The results of the analysis showed that the independent, collaborative and dependent styles are regularly the most anticipant of learner interaction with interface. Collaborative and independent styles are anticipant of learner interaction with content. The collaborative style is anticipant of learner interaction with the instructor and learner with learner. Based on the findings, it can be concluded that there is a positive and meaningful relationship between some learning styles and dimensions of interactions and the power of anticipant of learning styles for interaction dimensions are different. These findings help the designers of web-based training courses to provide suitable opportunities for making interactions between learners with different styles of learning for achieving the learning and success.

The purpose of this study was to investigate the effectiveness of teaching for successful intelligence on learning cognitive and affective outcomes of university students in Educational Psychology course. 112 university students of Farhangian University (Ardebil Allameh Tabataba’i and Bentolhoda Sadr campuses) were chosen by purposeful sampling. This study was a quasi-experimental design. For obtaining data, Researcher-based Academic Performance Test and University Attitude Assessment Survey-Revised (MC) Coach & Sigle, (2003) were used. Research data were analyzed by multivariate covariance. Results indicated teaching for successful intelligence effects on comprehension, analytical skill, creative skills, practical skills (ƞ=0.45, P<0.05, df=(5,101), F=16.97) and academic self-concept, and attitude to class and education (ƞ =0.18, P<0.05, df=(5,101), F=4.51), and no effects on retention, attitude to university, motivation/self-regulation and goal evaluation. Findings of this study can be used in improvement of learning university students and so as improvements of analytical, creative, and practical skills and academic affection. So they can be used in teacher-students teaching and training. Results can be used in other higher education centers.