EDUCATIONAL STRATEGIES
Year:2016 | Volume:9 | Issue:2|Papers Count:10

Background and Aim: Different education methods play crucial roles on student’ learning improvement, and dealing with new and novel concepts is an important aspect in managing education & teaching. The present study was conducted to evaluate the effect of education management based on educational neuroscience on student’ learning improvement.Methods: In this quasi-experimental with pre-test, post-test design and a control group study, two classes consist of 30 students from faculty of management in Kharazmi university were participated as a sample in access. Of these, classes of 15 students were selected as a control group and 15 students as an experimental group.Control group was instructed through traditional method of teaching human resource management (HRM) and quasi-experimental group was instructed through strategies of educational neuroscience used in a scenario made for teaching the same content of HRM. Data was collected by Teacher made essay test in HRM learning improvement were used for pre-test and post-test that confirmed their validity and reliability.Descriptive statistics and ANCOVA were used to analyze the data.Results: Findings indicated that there is significant difference between the two groups, in the post- test of HRM learningimprovement (p≤0.01). The results showed high significant impact of the strategies of educational neuroscience ten steps in teaching HRM on student’ learning improvement in the experimental group.Conclusions: This result reflected the success of the strategies of educational neuroscience compared with traditional teaching methods and was a scientific evidence to recommend the use of this model in teaching.

Background and Aim: The problems of clinical education have the undesirable effects on achieving the goals of nursing and midwifery education and ultimately the community health. No doubt the assessment of clinical education in the viewpoints of students plays an important role in finding the problems and promoting the quality of education. The aim of this study was to determine the quality of clinical education in the viewpoints of nursing and midwifery students.Methods: In this descriptive cross- sectional study 361 nursing and midwifery students of Islamic Azad University, Falavarjan Branch was selected via census method. Data was collected, using a demographic characteristic form and clinical education quality questionnaire in five fields. Data was analyzed using Independent T, ANOVA and Pearson Correlation tests.Results: The total quality of clinical education was at intermediate level. In the field of goals and educational plans, supervision and evaluation, instructor' s performance and dealing students at the intermediate level and in educational environment was weak. Educational environment was evaluated in weak level by 55/1% of students. In the viewpoints of midwifery students clinical education quality in the fields of goals and educational plans, educational environment, and supervision and evaluation was significantly higher (p<0.05). Quality of the all fields was significant difference in terms of semester (p<0.05).Conclusions: It can identify current strengths and weaknesses of clinical education status with frequent evaluations. It seems that providing appropriate clinical education environment, dealing students and using expert clinical instructors are essential for solving clinical education problems of nursing and midwifery.

Background and Aim: The purpose of this study was to investigate the relationship between ego strength and metacognition among students at the Ferdowsi University of Mashhad.Methods: This correlational study was conducted among Ferdowsi university students in Mashhad in the year 1394. The samples consisted of 69 male and female students who studied in convenience method. The measurement tools were Metacognitive questioner and Ego strength questioner. For data analysis, descriptive and inferential statistics were used, including mean /standard deviation and Pearson correlation respectively. This research was analyzed using SPSS 23.Results: There is a significant positive relationship between ego strength and metacognition of Ferdowsi University students (P=0/001). It means that the more ego power has a direct correlation with the more metacognition and vice versa.Conclusions: Considering the fact that there is a strong positive relationship between ego strength and metacognition, and also ego capabilities is wider than metacognition. It seems that metacognition can be a component of ego strength. In addition, the role of metacognition is generally accepted for teaching and learning researchers in academic achievements although ego capability is also effective in learning and teaching.

Background and Aim: Academic Engagement is a new concept in the field of learning psychology which the university researches pay less attention to. The aim of this study was to predict the student's psychological dimensions of academic engagement based on capital components Lorestan University of Medical Sciences.Methods: The present study was descriptive and correlational. The study population consisted of students studying in the2014-15.369 individuals were selected based on Cochran formula that sampling method was stratified. Luthans psychological capital questionnaire was used to collect data and colleagues [2007], academic engagement Pyntrch and De Groot [1994] were applied as well as. To analyze the data, descriptive statistics indices [mean and standard deviation] and inferential statistical tests [stepwise multiple regression analysis] were used.Results: The results showed that self-efficacy, hope and optimism have the ability to predict aspects of students' cognitive engagement [p=0.01] and explain 24% of the variance in cognitive engagement. It is also a component of 11% of the variance among students' motivation predicted engagement [p=0.01], but none of the components of psychological capital were able to predict students ‘behavioral engagement.Conclusions: The results indicate the importance of the role of psychological capital, efficacy components, hope and optimism for anticipation students’ engagement of Medical Sciences. According to the results, Implementation of programs to enhance students' psychological capital can help to improve and increase student engagement.

Background and Aim: Procrastination is one of the psychological factors which is effective to reduce students' academic performance. The aim of current research was to investigate the relationship between mindfulness and emotion regulation with procrastination of students.Methods: In this correlation research, the number of 335 students were selected by random clustering sampling method from University of Gilan in 2012-13 academic years. The students responded to procrastination questionnaire, short form of mindfulness inventory and emotion regulation scale, then gathered data were analyzed by Pearson correlation coefficient and regression analysis.Results: The results showed that there exist a negative and significant relationship between mindfulness and emotion regulation with procrastination (P>0.01). The results of regression analysis indicated that mindfulness and emotion regulation could negatively and significantly predict by around 18 percent of procrastination among students.Conclusions: the results of current research implies the importance of mindfulness and emotion regulation as psychosocial and emotional skills in procrastination of students. Thus, providing trainings based on improving of mindfulness and emotion regulation in academic environment will lead to reduction of procrastination of students.

Background and Aim: In any educational system, academic achievement of students is one of the indicators of success in scientific activities. The aim of this study was to investigate the relationship between motivation and academic achievement of students.Methods: This cross-sectional study included 291 students at Birjand University of Medical Sciences in 2014 which was selected by stratified random sampling method. The instrument used to measure motivation was Academic Motivation Scale (AMS) developed by Valrand et al (1992). Students’ final average grade point was considered as an indicator of academic performance. The data were analyzed in SPSS (version 16) using Pearson correlation test, t-test for independent groups, ANOVA and regression at the significant level a=0.05.Results: The results showed that the intrinsic and extrinsic motivational factors did not have any significant correlation with academic performance. However, nonmotivatedness had a significant relationship with academic performance (P=0.006, r=0.16). The mean score of intrinsic and extrinsic motivation was greater in girls than in boys, while the average score for non-motivatedness was higher in male students than female students (P<0.001). There was also a statistically significant difference in the motivation of students only in terms of their faculty (P=0.003). Motivation and its components mean scores were higher in the freshmen than higher level students (P=0.002, P=0.007, respectively).Conclusions: It is essential, especially on the part of students in health-related disciplines, to identify the size and role of motivation in the academic performance of students in order to carry out educational programs and workshops.

Background and aim: Internet addiction is one of the important factors that could have a negative impact on students' academic achievement. The aim of present research is surveying the relationship between internet addiction and Academic Engagement of students.Materials and methods: The research methodis descriptive-correlational. In this study 200 Students of shahre-kord Payame Noor University in the academic years of 2013-2014 were selected by random clustering sampling method and responded to Internet Addiction questionnaire and Academic Engagement scale. The gathered data were analyzed by Pearson correlation coefficient and regression analysis.Results: Results showed that there exist a negative and significant relation betweeninternet addiction and Academic Engagement (Emotional, behavioral, cognitive) (P>0.01). The results of regression analysis showed that internet addiction could negatively predict Academic Engagement in students.Conclusion: The results indicate the negative role of Internet addiction on Academic Engagement of students. Thus in Programs based on improving students' academic performance and Engagement, these casesshould be given special attention

Background and Aims: Academic Burnout in students is associated with their lower academic performance. Several factors can affect the academic burnout.Psychological capital is one of the new concepts that has been proposed in positive psychology And can play an important role in increasing the ability of people in various aspects of life, especially in the field of education. Thus the aim of current research was to investigate the Role of psychological capital in academic burnout of Students.Methods: the research method is correlation that for implementing the number of 396 students from payame noor University of Shahr- e Kord in 2013-2014 academic years, were selected through random clustering sampling method and responded to Psychological capital questionnaire and academic burn out scale. The gathered data were analyzed by Pearson correlation coefficient and regression analysis.Results: results showed that there exist a negative and significant relation between psychological capital (efficacy, optimism, hope, resilience) and academic burn out (P>0/01). The results of regression analysis showed that psychological capital could negatively and significantly predict 25 Percent variance of academic burn out in students.Conclusions: The results highlight the importance of psychological capital as one of the important components of Positive Psychology in reducing students' academic burnout. Thus, providing trainings based on improving of psychological capital in academic environments will lead to reduction of academic burnout and better academic performance in students.