(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2019 | Volume:12 | Issue:47 |Papers Count:8

The present study was aimed to explain the causal relationship between academic conflict, external locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling method. In order to measure the variables of the research academic resilience, external locus of control and academic conflict questionnaires were used. To evaluate the proposed model, AMOS software and path analysis method were used. The findings showed that, according to the values of the indices, the data are fitted with the research model; the external locus of control, academic conflict, problem-oriented and positivist, skill of communication and future orientation Variable are positively predictive; academic conflict variable can positively affect the problem-orientation, communication skills and future orientation; Significant predictive value; external locus of control through academic conflict significantly predicts all aspects of academic resilience. Therefore, according to the results, it is obvious that increasing the tendency towards the external locus of control and consequently increasing the level of academic conflict will increase the problem-oriented and positivist level, communication skills and future orientation in the students

The study aimed to investigate the effectiveness of the cognitive-emotional-social working memory training intervention on improving Cognitive Emotion Regulation in female students with poor performance in working memory. The research employed a pretest-posttest and follow-up semi-experimental research design with the control group. The statistical population consisted of all 5th grade female students of Tehran during the academic year 2016-2017. Those students with working memory impairment were selected via multi-stage cluster random sampling using the Wechsler Software Working Memory Scale (Khodadadi, Mashhadi and Amani, 2009). Then, from among them, 40 students were randomly selected and divided into two 20-participant experimental and control groups. The cognitive-emotional-social working memory training was performed in 20 sessions for the experimental group. Before and after the intervention and two months later (follow up), participants answered to the Cognitive Emotion Regulation Questionnaire (Garnefski & et al, 2002). The research data were analyzed using ANCOVA. According to the results of the study, the cognitive-emotional-social working memory training significantly improved the Cognitive Emotion Regulation(P = 0. 001).

The purpose of this study was to investigate the effect of self-regulated education strategies on self-efficacy, test anxiety, and student achievement motivation. The research method was quasi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all third grade female students in the second semester of Mashhad in the first semester of the school year 2018-19, out of which 30 students were selected through multistage random sampling (inclusion and exclusion criteria). Subjects were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The experimental group received a self-regulated strategy training program in 8 sessions of 90 minutes per week as a group; the control group was on the waiting list for 2 months. The Schwarzer et al. (1979), Abolghasemi et al. (1996) test anxiety, and Hermans Progressive Motivation Questionnaire (1970) were used for data collection in both pre-test and post-test stages. Data were analyzed using univariate and multivariate analysis of covariance. The results of data analysis showed that there was a significant difference between control group post-test scores on self-regulation, social anxiety and achievement motivation (P <0. 001). According to the results of the study, it can be said that self-regulation strategies have an impact on reducing test anxiety and increasing self-efficacy and progressive motivational factors including self-confidence, perseverance, diligence and future of female students.

The purpose of this study was to investigate the structural relationship between organizational trust, professional ethics, organizational structure and school effectiveness with mediating role of teachers’ performance evaluation. Research method was practical and structural equations model. The statistical population were all senior high-school teachers in Urmia city in the academic year of 2018-19 that between them utilizing Krejcie and Morgan table and proportionate stratified random sampling technique 306 teacher were selected as research sample. For data collection the researcher-made questionnaire for evaluating the performance of the teachers, the standard questionnaire of the structure, professional ethics, trust and an abridged questionnaire of school effectiveness were used. The construct validity and reliability of the instruments were tested and confirmed using confirmatory factor analysis and Cronbach’ s alpha test; respectively. SPSS 22 and AMOUS 22 were two statistical soft-wares to serve the purpose of data analysis. The results showed that the standard coefficients of structure to effectiveness (0/47), trust to effectiveness (0/35), professional ethic to effectiveness (0/08) and performance evaluation to effectiveness (0/16) paths were significant. As well as bootstrap test results demonstrated that trust, structure, professional ethics to effectiveness by mediating of performance evaluation indirect paths were significant. According to these findings performance evaluation can effect on the relationship between trust structure, professional ethic and effectiveness.

Some of the major challenges to teaching in classrooms and schools are students’ anergia, reluctance and sloth in academic affairs, which usually cause dissatisfaction among educators. Therefore, the main purpose of the present research was to investigate the students’ academic engagement based on social and psychological capitals. The statistical population consisted of high school students (junior and senior) of the city of Dehloran in the academic year 2018-2019, a sample of out of which 321 persons were selected through cluster sampling. Data collection tools were standard questionnaires of Rio’ s Academic Engagement (2013) Luthans’ s Psychological Capital (2007) and Social Capital, whose validity and reliability were examined according to experts’ opinions, and a reliability (Cronbach’ s alpha) of 0. 86 was obtained. The results showed that the means of all three variables of academic engagement, social capital and psychological capital were at an average level. Pearson’ s correlation test indicated that social capital (r=0. 54 and p≤ 0. 000) and psychological capital (r=0. 62 and p≤ 0. 000) have direct significant relationship with academic engagement. Regression analysis results showed that psychological capital and social capital predicted academic engagement as R2=0. 40 and R2=0. 34 respectively. Moreover, both variables could predict the changes of variance of the dependent variable as R2=0. 43. Accordingly, it can be concluded that these two capitals can affect students’ academic engagement. Hence, special attention should be paid to these capitals.

The purpose of this study was to investigating the mediating role of basic psychological needs in the relationship between academic self-efficacy and academic buoyancy. It was a descriptive and correlational study and the statistical population included all female high school students in the city of Sanandaj, in the school year of 2018-19. Three hundred thirty-six students were selected using multi-stage random sampling. The instrument were academic self-efficacy, academic buoyancy, and basic psychological needs questionnaires. AMOS-22 statistical software was used for data analysis. The results showed that academic self-efficacy was positively related to and influenced by academic buoyancy. Academic self-efficacy was also positively related to and influenced by basic psychological needs. Moreover, basic psychological needs were positively related to and influenced by academic buoyancy. Finally, basic psychological needs played a mediating role in the relationship between academic self-efficacy and academic buoyancy. Self-efficacy training and attention to the basic psychological needs of students will affect their academic buoyancy. Therefore, it is expected that students' parents and their teachers will provide them with the necessary basic psychological needs and positive attitudes about their ability to successfully perform an activity. Students will then find effective and adaptive solutions to their academic challenges.

Academic engagement is a very important topic in psychology that researchers have focussed on recently. The purpose of this study was to investigate the relation of academic support to academic engagement by mediation of academic self-regulation. The research was a correlation design. Participants were 292 high school students (115 boys and 177 girls) from Sepidan selected using multistage random cluster sampling method. They completed academic support scale Sands & Plankt academic engagement scale Reeve & Teseng and academic self-regulation scale Buffard et al. Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, academic support and academic self-regulation had a direct and positive effect on academic engagement. Also, academic support had a direct and positive effect on academic self-regulation. The results of Bootstrup test showed that academic self-regulation has a mediating role in the relation of academic support to academic engagement. It means, academic support predicts positively academic engagement by mediation of academic self-regulation. Accordingly, it can be claimed that supportive resources increase academic engagement among students through promoting their self-regulation levels.

The purpose of this study was to determine the effectiveness of simulation teaching method in physics course on creativity of second high school students in Isfahan city during the academic year 2018-2019. The research method is quasi-experimental design with pre-test and post-test design. In order to measure creativity based on Torrance's view, Abedi's creativity test was used in the four subscales of Fluency, Elaboration, Intivative, and Flexibility. For this purpose, 50 high school students were selected from Isfahan Secondary High School in Experimental Sciences in Physics by multi-stage cluster random sampling. The learners were trained in two groups of 25 students with different fields of study, experimental group with simulation teaching method and control group with traditional teaching method without any intervention for eight weeks, each session for 90 minutes. For all test and control groups, one teacher was used for learning. Data were analysed by SPSS 25 software at two levels of descriptive and inferential statistics using multivariate analysis of covariance (Mankova). Finally, the results of the analysis showed that the simulation-based teaching method can have a significant difference in the fluid, elaborate, and creative subscales (P<0. 05), but there is no significant difference in their creativity flexibility component (P>0. 05). Overall, this style of teaching promoted creativity in these learners.