(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2018 | Volume:11 | Issue:41 |Papers Count:7

The purpose of this research was design and fit a structural model of the relationship between Self-determination job motivation and instructional and disciplinary strategies. The research method was descriptive correlation with test structural equation modeling. The population of this project was involving 4478 elementary, guidance and high school teachers of north towns of Azarbayejan Qarbi, in which 354 teachers (158 Men, 196 Women) were selected with multistep and categorical cluster sampling methods. In order to collect data was used the Bliss (1994) questionnaire of self-determining motivation, and the questionnaire of educational and disciplinary strategies. Data were analyzed by method structural equation and software spss16 and AMOS22. The results showed that the proposed model, a strong theoretical model to predict the use of educational and disciplinary strategies of teachers. Self-determination motivation 0. 31 and 0. 36 direct effect on disciplinary and educational strategies. Furthermore, regarding the self-determining motivation types and educational and disciplinary strategies between teachers there was no sexual differences.

The present study set out to compare the effectiveness of cooperative and traditional learning on the student communication skills and self-efficacy. Third year female students of high school in Bukan city in the 94-95 educational year were the population of the study. 60 students were selected by using multi-stage cluster method. The 30 students were educated by traditional learning and 30 students were educated by cooperative learning methods. This Study was semi-experimental research. For data collection Jerabek communication skills and Scherer`s general self-efficacy questionnaires were used. Collected data were analyzed by analysis of covariance (ANCOVA). The results showed the effectiveness of cooperative and traditional learning on the student’ s communication skills and self-efficacy is significantly different.

The purpose of this study was to designing the integrated Anti-bullying program and determination of its effectiveness in reducing of victimization of middle school student’ s city of Sanandaj in academic year of 2015-16. The research method was semi experimental with pre-test, post-test plan and a control group. For this purpose, two schools were chosen with purposive sampling method, one as the experimental and another as a control group. Then an anti-bullying program designed with separate sessions for each of groups of school staff, teachers, students and parents. Then the Iranian form of victimization scale (B. V. S), as the pre-test study, was conducted at the both schools for all students. The anti-bullying program in experimental school were taught for each of the groups separately and in the last stage post-test were conducted in both schools. Data analyzed with analysis of covariance using SPSS software. The results showed the effectiveness of anti-bullying program in reducing three verbal, physical and emotional dimension of victimization in experimental school(P<0/05). In addition, program showed higher effectiveness in reducing verbal and physical victimization compared with emotional form. Given these findings using such comprehensive anti-bullying programs by education authorities at the all country's schools is recommended.

Different factors such as motivation and self-esteem can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their academic achievement and academic satisfaction considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 237 middle school students eighth and ninth grade who completed the Achievement Goal Questionnaire and Academic Satisfaction Questionnaire. The criterion for academic achievement was students’ total average in the Last year. The methods of cluster analysis and MANOVA were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 12/7% of the subjects were placed in the without motivation cluster, 35/2% were placed in the triple motivation cluster, 19/6% were placed in the mastery goal orientation-performance goal orientation, and 38% were placed in multiple motivation cluster. The academic achievement and academic satisfaction of without motivation cluster was lower than the other clusters (p<0. 001). The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years

The aim of this study was to evaluate and prioritize the different dimension of e-learning and criteria associated with them, using the analytic hierarchy process. To achieve this goal, library method and a description research method was used. The statistical population of the study consisted of all references related to models, frameworks, standards related to the quality of web-based education and internal and external experiences. In addition, all scholars, experts, and specialists in e-learning centers and virtual universities in the country including the study population and members of the sample with respect to the objectives and research questions were selected of them purposefully. The tools data collection were questionnaire-made that its validity and reliability have been confirmed. Factors affecting the quality of education in electronic learning environments of the research literature identified and techniques AHP was used to prioritize them. Analysis of data using software export Choice showed that the share of institutional and managerial factors pedagogical and instructional design; technological factors; factors providing education and factors associated with support services in the quality of education in E-learning environments, respectively 26%; 24%; 20%; 18% and 12% were evaluated

The goal of this research is to identify the statistical errors in the articles published in the field of Educational Sciences. For this purpose, by using a two-stage clustering sampling method, 92 articles were selected out of 12 issues of the journals in Educational Sciences studied. The research design was based on document analysis and the method for analyzing the data was according to multiple comparisons by the use of error bars. The results showed that 39 articles out of 92 ones had at least one statistical error, and among this article, there were 49 common error including, error types listed based on frequency of occurrence: "Fitting the regression model without examining the assumptions of the residuals, Use of independent T-test without examining the homogeneity of variances (levene's test), false fitting of the structural equations model, Biased sampling method, Using the analysis of variance instead of T-test, Using Friedman's nonparametric test without considering the distribution of data, Mismatch results of the statistical analysis, Using the independent T-test instead of paired one, Interpreting the results of Levene's test instead of the results of T-test, Performing the follow-up test without performing the analysis of variance, and finally Analysis of statistical significance just based on the results of descriptive statistics". The results also showed that the highest frequency of errors is related to the extracted articles out of master's theses, organizational affliction related to Islamic Azad University, academic degree of the instructor, non-specialists in Educational Sciences, journals with a history of publication below 20 years and article with 3 authors.

Flow occurs when individuals are engaged in controllable but challenging activities and tasks which Requires considerable skill and associates with intrinsic motivation (Csikszentmihalyi, 1990). The current study aims to consider psychometric features (reliability and validity) of Martin & Jackson’ s flow short scale (2008) in academic field. Research plan is descriptive cross-sectional and 291 students of Farhangian University Southern Khorasan branch participated voluntarily in this study. Persian version was presented via translation and back translation. Reliability of scale and construct validity were evaluated by internal consistency, split-have’ s method and correlation with academic motivation scale (intrinsic motivation and a motivation Dimension), respectively. Total internal consistency coefficient of scale according to Cronbach’ s coefficient alpha was 0. 85 and Gutman coefficient for assessing reliability was obtained 0. 82. Positive correlation of this scale with internal motivation (0. 83) is representative of convergent validity and its correlation with a motivation (-0. 85) is demonstrator of divergent validity of scale. Confirmatory factor analysis (CFA) confirms single-factor structure. Results obtained from present study showed that Persian version of flow scale in academic field enjoys good validity and reliability, foresaid scale can be used to consider students’ academic flow in teaching – learning situations