JOURNAL OF NEW EDUCATIONAL APPROACHES
Year:2016 | Volume:11 | Issue:1 (23) |Papers Count:7

According to the importance of achievement goals as a key motivational component for understanding the behavior of students, it is important to study contexts as classroom environment perceptions. The present study examined the role of perception of the constructivist learning environments on students' achievement goals. The Statistical population included all the undergraduate and Masters Students studying in the faculty of literature and Humanities, Education and Psychology, Basic Sciences and Agriculture at Ferdowsi University of Mashhad in 2013-14. For this purpose, a sample of 193 subjects were selected by quota sampling. Questionnaires of perception of the constructivist learning environment and students' achievement goals in a sample method was implemented. Data were analyzed using structural equation model and the proposed model was tested. The results showed that the variables of the perception of the constructivist learning environment and students' achievement goals are mutually correlated with each other (p<0.05), in addition to the implementation of structural equation model indicated that the proposed model fit the data. Coefficients on the route between the perception of the constructivist learning environments and achievement goals is obtained, 0.36 and results of t-test showed that the path coefficient is significant (p<0.05). This means that the relationship between perception of the constructivist learning environment and achievement goals among students is coefficients.

The purpose of this study was to investigate the role of coping styles withstress and dimensions of perfectionism in predicting students’ academic procrastination. The present study was a correlative one.190 BA students of the University of Isfahan were selected by using cluster random sampling. The participants completed Procrastination Assessment Scale for Students (PASS), Coping Inventory for Stressful Situations (CISS), and Perfectionism Scale. The results of regression analysis showed that problem-focused coping style, emotion-focused coping style, normal perfectionism, and neurotic perfectionism had respectively the most effect in predicting academic procrastination (p<0.01).The current study emphasized on the determinant role of coping styles with stress in academic procrastination and also revealed the necessity of attention to dual nature of perfectionism in predicting academic procrastination.

In this regard, the conceptual map has been presented for improving the common teaching programs. In present study the effect of conceptual map on academic achievement of high school students of girl and boy in physics lesson has been investigated. This research involved two semi-experimental research and case study sections. The semi-experimental research aimed to determine the effectiveness of proposing conceptual map and presentation and making of conceptual map in academic achievement of the learners in physics. This case study was conducted in order to study the effect of meaningfulness of the conceptual map for investigation of the causes for survey on the teachers and professors experiences in effectiveness of the application of the conceptual map in learning- teaching process. In the semi-experimental section, pre-test and post-test were used and six classes of secondary school were selected by purposeful sampling method (two conceptual map classes, two proposing and making conceptual map and two control classes). In the control groups, the learners learned the mentioned lessons by common method. In the presentation and making group (combined group), curriculums were presented in the conceptual form and also the students prepared the conceptual maps of the taught subjects. In the experimental representation group, the subjects were presented only in the conceptual map form. The effect of this combination on thelearners’ academic achievement was measured by academic achievement test. The results of Covariance analysis showed that the scour of students in combine and teacher made tested groups in post-tested were more than the control group (p˂0.001). So, using of the concept map led to increase of academic achievement in students. The other results show that none of the female and male groups had privilege to each other. Also, for fulfilling the second goal of the research, the opinions and experiences of nine teachers and professors on the effectiveness of the application of the conceptual map in learning-teaching process were investigated. The sampling of the teachers and professors was done as purposeful and the data were selected as semi structured interview. The findings of the teachers and professors experiences on the effectiveness of the application of the conceptual map were summarized under three main categories of holistic view, self-regulatory learning and growth of thought and several secondary contents.

The aim of this study was to investigate the effectiveness of cognitive techniques on motivation and academic performance and progress of female high school students in Isfahan. This quasi-experimental study with pre - test and the control group consisted of three pre-test, post-test and follow-up (4 months). Statistical population in this study were all high school students in the academic year 1391-1392. This research was random sampling and 40 high school students in the experimental group and the control group for random assignment was considered and demographic and hermans achievement motivation questionnaire (1970) was performed on them. The students' average was used as an indicator of academic performance. The experimental group received 8 sessions of 1 hour cognitive techniques. The results of analysis of variance showed that cognitive intervention techniques increases the 45.6% of subjects in the post-test scores and academic performance and enhance 45.9% in the follow-up phase. Therefore the first hypothesis was confirmed in addition to the results showed that cognitive intervention techniques to increase 57.1% post-test scores of academic motivation participants stage 56.6% in the follow-up period. Therefore, the second hypothesis was confirmed. Findings of interventions based on cognitive learning techniques in order to increase motivation and academic performance of female students suggests.

This study was conducted to examine the results of comparing critical thinking components instruction effectiveness (by metaphor and Karplus cycle), on cognitive processes of analysis, inference, evaluation, inductive and deductive reasoning of third grade guidance school female students in Saqez. An experimental method with the design of three control and experimental groups undergoing pretest and posttest was used. The research instrument was the California critical thinking Questionnaire. The subjects were selected from the thirth grade guidance school girl students in Saqez, using the multistage cluster sampling.The subjects were classified into control and experimental groups, randomly. A sample was comprised of 60 students, 20 in each group. Experimental treatment was conducted on the experimental groups during 12 sessions and then posttests for 3 groups were administrated on the subjects. Statistical analysis was conducted by analysis of multivariate-tests (MANCOVA) for all of research hypotheses. Results showed that the critical thinking components instruction by metaphor and Karplus cycle have significant effects on critical thinking components in the third grade guidance school female students (P<.5), but instruction by metaphor and Karplus cycle have a same effects. These findings show that critical thinking components instruction leads to critical thinking components increase in students. Therefore by using critical thinking instruction, we can increase and improve the current and future components of student's critical thinking.

This study compared the efficacy of three methods of cooperative learning (Student Teams Achievement Divisions - Jigsaw- Learning Together) on social skills in second grade (Junior High School) female students who were studying in third region of Tabriz city the sample consisted of 97 students in four classes which were selected by random multi-stage cluster sampling method; three classes as experimental groups and one class as control group. during the eight sessions, each experimental group followed one of the methods of cooperative learning and the control group followed the current teaching method. to gathering data, the scale of matson evaluation of social skills with youngsters in two stages, before and after the sessions, and to data analyzsis anova and tukey were used based on the findings of this study in comparison of the efficacy of three methods of cooperative learning on social skills, none of the differences between the means of experimental groups was not significant. in comparison the mean scores of experimental groups with the control group, the mean difference between the experimental groups A (Student Teams Achievement Divisions) and B (Jigsaw) with the control group, respectively, at the level of) 0.01 (and) 0.05 (are significant. but the mean difference between the experimental group C (Learning Together) and control group at any of these levels is not significant. In other words, the results showed there is difference between of these three methods to effect on social skills.

The purpose of present study was to investigate the effect of teacher locus of control, Teacher self-efficacy in classroom management and discipline, and teaching self-efficacy on classroom climate in primary school teachers, using structural equation modeling. This study was a correlational research. The population of present study were all primary school teachers of Ardakan and Meybod city in 2015-2016 academic year.317 participants were selected by randomly sampling. The data gathered by Fraser My Class Inventory (MCI), Self-Efficacy Scale for Classroom Management and Discipline (SSCMD), Teaching Efficacy Scale (TES), and Teacher Locus of Control (TLC) and then analyzed by structural equation modeling. The results show that all regression weights (Beta) except regression weight between locus of control and teacher efficacy were significant and proposed model of relationship between variables is fitted. The results of path analysis show that internal locus of control in teachers indirectly by improving of classroom management and discipline self-efficacy, has positive effect on classroom climate. Classroom management and discipline self-efficacy directly and indirectly by effects on teaching efficacy scale, improve class climate. By improving internal locus of control in teachers, particularly with emphasized on classroom management and discipline skills, can increase teaching efficacy and class management and improve class climate.