QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2016 | Volume:12 | Issue:40|Papers Count:10

The aim of this study was to investigate and compare the resiliency and social support in the youth offenders of education and correction centers and ordinary teenagers of south Tehran. The study population included all youth offenders of education and correction centers and all students of high schools and middle schools of south Tehran. 120 people were selected from youth offenders randomly and 264 ordinary teenagers were selected by multi steps clustered method. Data were gathered by social support questionnaire (Wax, 1986) and resiliency questionnaire (Connor and Davidson, 2003). The results showed the levels of resiliency and social support components of youth offenders is significantly less than those of ordinary teenagers. The findings showed the offenders that use narcotics have less resiliency, social support and family support than other offenders. Regard to these findings, must be done suitable actions for increasing resilience levels of youth people and life essential skills must be taught to them. And judgmental and supportive organizations by their facilitating and preventive actions must enable the families to support their children.

This study aims to investigate academic learning centers globally and provide a comprehensive plan to establish the universities. In this study, the components and features of educational content, human resources, physical environment, organization, media and equipment have been studied and analyzed. The research method is descriptive - analytical and sampling is also targeted. The population included all academic learning centers in the world-class design and is available on the website. In addition, academic learning centers and Allameh Tabataba’i University in Tehran are a statistical population. Also, all experts working in universities, administrators, professors, and experts are among the target population. The number of specimens in the world is 8 academic learning centers. A research-made checklist was used to collect data. The results show that the difference between academic learning centers worldwide and academic learning centers in Iranian educational systems is meaningful, in terms of the physical environment is meaningful, in terms of staffing, meaningful, and in terms of the media is significant, materials and equipment, is insignificant. The plan to set up a center of academic learning and the design was presented to the university.

The aim of this research was to survey motivational profiles of students and differences between different groups' profiles on the basis of help seeking, perception of school environment and social goal achievement are studied. In this descriptive study (correlation), research population included 1295 students (653 females and 642 males) of second grade students of high school in Marivan in the academic year 2012-13. Research participants included 274 students (138 females and 136 males) who were selected among high schools using stratified random sampling method. Then four questionnaires as perception of school environment, academic help seeking, social goal achievement& academic burnout were performed by the participants. The gathered data were analyzed via SPSS software using clustered analysis (k-means cluster method), discrimination function analysis and single sample t-test. The result showed that the first cluster has higher mean in acceptance and lower mean in performance goal orientation, so was named low motivational orientation cluster. Second cluster has higher mean in enjoyment and lower mean in performance goal orientation, so was named high motivational orientation cluster. The result of single simple t- test showed that there was no significance differences between both low and high cluster. In participants of cluster1, score of academic burnout (M=59.40, SD= 71.7) is higher than cluster 2.Therefore, the finding revealed that academic burnout was low in high motivational orientation cluster. This research has implications for educators especially teachers, who can use this results for help to reduce school burnout and improving the students’ achievement.

The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group, however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.

The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control group design. A sample selected by multistage cluster sampling form two high schools of Hamadan by considering the class as the sampling unit and replaced in 3 groups (two experimental groups and one control) randomly. California critical thinking test (from B) was used for data collection. Multivariable analysis covariance was used for analyzing the data. The results showed that students in both experimental groups had better performance in critical thinking than the control group. While the questioning method group was better in critical thinking than the questioning technique group, In addition, comparing the efficacy of these two methods on the average of scores for critical thinking skills, there was no significant difference for the effect questioning method on the scores of skills of analysis, inference, induction and deduction compared with question technique. There was only a significant difference in assessment subscale.

In the control – value theory, achievement emotions are defined as emotions tied directly to achievement activities or outcomes. The effect of these emotions on the student’s academic life and achievement has been proved in various researches. Nevertheless, researches concentrate on the anxiety emotion. The neglect of these emotions and lack of reliable instrument is one of the important problem in educational system of Iran. This study surveys the class emotions of Iranian Collage students and psychometrics properties include reliability, validity and internal correlation of Class-Related Emotion Scales. The sample consisted of 221 students in several undergraduate courses in Iranian Shahid Beheshti University. In this research, items of CRES analyzed and aimed to validate for the society of Iranian college students. Confirmatory factor analysis showed that indexes of model include CFE, GFI, AGFI are fit and factor loads (b, B) are significant. Inter-correlations of the Class-Related Emotion Scales are significant. The Class-Related Emotion Scales can be used as a useful instrument for studying and researching the class emotions of Iranian College students.

One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.

The purpose of the present study was to investigate the relationship between personality characteristics, learning approaches and students’ academic performance. For this, 371 students of human sciences (259 females and 112 males) from Payam-e-Noor University– Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. Big Five Inventory, Approaches and Study Skills Inventory were completed by these students and total average of students was considered as their academic performance index. The Pearson’s Correlation Test, hierarchical multiple regression analysis and path analysis were used to analyze the collected data. The Results showed that there is a positive and meaningful correlation between conscientiousness personality characteristics, strategic learning approach and students’ academic performance, but the relationship between surface learning approaches and students’ academic performance were negative and meaningful. The Results of hierarchical multiple regression analysis showed that the direct effect of conscientiousness on academic performance disappeared when introducing the strategic approaches in the second step. There were two significant predictors of academic performance in this analysis: strategic approach (with positive Beta value) and surface approach (with negative Beta value). The result of path analysis showed that indirect effect of conscientiousness personality characteristics on academic performance were mediated by the strategic approach.

Instructional design is art and science of designation, detailed characterization for development, evaluates and maintains the positions that will facilitate learning and performance (Reigeluth, 2009). Instructional design is a very active area of instructional technology, which seeks to facilitate learning and performance (Reiser & Dempsey, 1391, translation by Vahdani Assadi., et al). Morality of the most important issues, that educational system focuses on it (Bagheri, 1389). To achieve educational goals in the teaching of moral education, we need better methods. The aim of this study is to provide instructional design model for moral education. For this purpose, multiple method of exploratory research with developed and confirmed model was used, for this purpose, in first step the concepts and theories in the field of moral education were reviewed, and after the classification, the conceptual framework developed, and instructional design model of ethics education was presented. Then moral instructional content, based on this instructional design model was designed, and on sixth grade students was conducted. The results show the impact of this model on moral growth and moral behavior students.