(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2017 | Volume:10 | Issue:39 |Papers Count:8

Teacher-student relationship, in all educational systems is a key aspect of creating effective learning environments. Therefore, investigating the behavior of teachers in the classrooms and identifying students' understanding of teachers' behavior is one of research necessities in each educational system. For this purpose, the present study was conducted, aimed to investigate the status of interactive behavior of teachers with students in secondary schools in Gorgan. The study method was survey and all secondary school students in Gorgan and their math teachers were considered as the study population. Thus, 354 second and third grade students with their math teachers entered the study as the sample. The sampling method in the students' group was random cluster and in the teachers' group was targeted. The data collection instrument was the standard Questionnaire on Teacher Interaction.T test was used to analyze the data. The findings showed that students' understanding of behavioral style of most of math teachers in the classroom was consistent with Dominance-Submission model, but math teachers believed that no difference was found between the use of interactive styles of Dominance-Submission and Cooperation-Opposition between them and benefited equally from both styles. Also, the results showed that a significant difference was found between the images that teachers have in mind of interacting with students and the images students have in mind of interacting with their teachers, in admonishing, strict and uncertain behaviors, which the students believe are the styles mostly used by their teachers. But teachers believe that they use these styles less. Comparing the understanding of teachers and students of using the interactive behavior of teachers in both styles of Cooperation-Opposition and Dominance-Submission showed no significant difference.

This study aims at investigating the relationship among university teachersʼpersonality traits, classroom leadership style, and teaching efficacy. The population of this descriptive, casual-correlational study consisted of all faculty members of Shahid Madani in the academic year2015-2016, out of which 138 were selected using stratified sampling method. The research instruments included the Big Five Inventory of personality traits (NEO), the Halpin leadership styles questionnaire (LBDQ), and a researcher-made questionnaire of teaching efficacy. To analyze the data, Pearson correlation coefficient and structural equation modeling with SPSS and Amos software were used. The results showed that personality traits components (extroversion, conscientiousness, and agreeableness) had a positive and significant relationship with teaching efficacy components of scientific ability and scientific behavior (p≤ 0.05). Moreover, classroom leadership styles of consideration and initiating structure had a positive and significant relationship with teaching efficacy components (p≤ 0.01). Finally, the obtained data fit the conceptual model, indicating that personality traits and classroom leadership styles can account for the teaching efficacy.

The aim of the present research was to examine the relationship between perfectionism and academic performance and the mediating role of achievement goal orientation in this regard among students. To this purpose, 240 students from Shahid Madani University were selected by cluster sampling and completed the instruments, among whom six were excluded because of their incomplete questionnaires and the ultimate analysis were done on 234. The instruments were Hill Perfectionism Scale and Achievement Goal Questionnaire. The results showed that the positive perfectionism has a strong effect on Master-Approach, Performance-Approach and Performance-Avoidance orientations and negative perfectionism has an effect on Performance-Approach and Performance-Avoidance orientation. Also, it was found that positive perfectionism has an effect on academic performance. The other findings showed that Master-Avoidance and Performance-Avoidance orientations have a negative effect on academic Performance. Finally, the results showed that Performance-Avoidance orientation has a mediating role in the relationship between positive perfectionism and academic performance and in the relationship between negative perfectionism and academic performance.

The present study aimed to investigate the effect of self-regulated learning strategies training on female first-grade high school studentsʼ math learning and anxiety in Bostan Abad in the academic Year 2015-2016. It was a quasi- experimental research in which initially 40 students were chosen from the statistical population. They were selected through random stratified sampling from among those with high anxiety. The particpants were then assigned to two groups of experimental and control each containing 20 students. Both groups completed the Beckʼs anxiety questionnaire and took the learning math test. The experimental group tater received training on self-regulated learning strategies for eight sessions. The control group did not recive any training in this regard. At the end of the treatment, both groups completed the anxiety questionnaire and took the math test again.The face validity of the instruments was examenid and their relibilty was confirmed using Chronbachʼs Alpha. The analyses of the results conducting ANOVA revealed that self - regulated learning strategies training was effective in improving studentsʼ math learning. Moreover, it was found that self-regulated learning strategies training decreased studentdʼ anxiety.

The aim of this study was to investigate academic procrastination based on task attainment value and cost. The study population was high school students of district 2 of education administration in Tabriz, among whom 350 students (175 male, 175 female), were selected by multi-stage clustering sampling based on Morgan Table. They completed Tuchman' s procrastination scale and the researcher-made scale of task value. The data were analyzed by Pearson's correlation and standard multiple regression in the statistical software SPSS 18. The results showed that there was a significant negative relation between task attainment value and academic procrastination and positive relation between cost and academic procrastination. Also, the results of multiple regression analysis showed that cost was a significant predictor of academic procrastination. These findings can be beneficial for teachers, counselors and parents in providing educational and counseling services.

Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, selfregulated learning (SRL) entails plans and behaviors to attain learning goals.This study investigated the impact of training English as a Foreign Language (EFL) learner in a Zimmerman and Moylan’s Self-regulated Learning (SRL) model as directed at reading on their attitude toward EFL reading. It also examined whether the learners’ proficiency level could moderate the effect of self-regulation training. Two intact experimental groups were taught self-regulation strategies while reading, but two control groups received the traditional, routine reading instruction. The data of the study were collected by Yamashita’s questionnaire of attitude to EFL reading. Parametric two-way ANCOVA analysis showed that selfregulation instruction as directed at EFL reading could significantly improve participants’ attitude toward EFL reading, but their level of proficiency did not moderate the effect of self-regulation training. These findings can provide an incentive for the instructors to help Iranian EFL learners improve their attitude toward reading through using self-regulation strategies.

Anxiety is a displeasing feeling of fear and worry associated with a psychological and physiological state of somatic, emotional, cognitive, and behavioral complications. Most students experience some degree of anxiety prior to their examinations. Among various non-drug methods, electronic test can be used as a beneficial method to reduce anxiety level. The present study was conducted to analyze the effectiveness of electronic test reducing studentsʼ test anxiety. The study was quasi experimental, with pre test, pos test, and control group. The statistical population of the syudy included all female students, studing in the second grade high schools in Hersin during the academic year 2016-2017.30 students were selected through multi-stage random sampling. The instruments used were researcher-made electronic tests and Abolghasemi et al.ʼs test anxiety questionnaire. The analysis of the data conducting covariance analysis showed that employing electronic tests reduced the participantsʼ anxiety. The results revealed a significant difference between the control group and the experiment group in the post test (p=0.001).There were also significant differences between groups in the subscales of test anxiety (p<0.05). The results indicated that electronic test, can have beneficial effects on reducing anxiety and can be used as a reliable method to reduce anxiety before the exam.

The aim of this study was to determine the effect of communication skills training on the academic motivation and academic adjustment of high school students. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all high school students in Ilkhchi studing in the academic year 2016-2017. The sample consisted of 52 students who were selected by multistage cluster sampling and randomly assigned to two groups (N=25) and control (N=27) were assigned. The data collection instrument was the academic adjustment and academic motivation questionnaire that all participants completed as the pre-test. Then, the communication skill training was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic motivation and academic adjustment of high school students. In fact, communication skills increase studentsʼ intrinsic motivation, extrinsic motivation and academic adjustment and reduce their of motivation.