Research in School and Virtual Learnin
Year:2016 | Volume:3 | Issue:12 |Papers Count:7

In learning, many factors come into play, learningstrategies is one of these factors. Therefore in order todevelop the measurement model of the learning strategiesof cognitive and metacognitive types, a correlationresearch using structural equation modeling wasconducted. Via clustered sampling 368 participants ofall the students studying in the first grade of highschool in Hamedan were selected. They answeredKarami’ s Learning Strategy Questionnaire (2005). Based on the data, first the parameters of the modelwere estimated via maximum likelihood. Then themeasurement model of cognitive and metacognitivelearning strategies was tested by goodness of fit indices. The data were analyzed by using LISREL software. The results showed that all the items of the questionnairehad significant coefficient effect on the cognitiveand metacognitive learning strategies and themeasurement model of cognitive and metacognitivelearning strategies enjoyed acceptable fitness. Therewas also a significant internal correlation betweencognitive and metacognitive strategies. Therefore, itcan be concluded that the researchers can use the questionnaireof learning strategies to measure cognitiveand metacognitive strategies.

The main purpose of the present study is to investigatesimple and multiple relationships of important events ofmotivational orientations with creative self-efficacy instudents of third year of high schools of RomeshganCity during academic year 2014-2015. The presentstudy is descriptive study in kind of correlation. Out ofthe population, 200 students were selected using multistagerandom sampling. For this purpose, in stage 1, outof 13 high schools for boys, 8 high schools were selectedrandomly and in next stage, 25 students were selectedfrom each high school using simple random sampling. Total number of the population was equal to1642 people. Applied instruments in this study includeCreative Self-Efficacy Questionnaire (CSEQ), AdvancementGoals Scale (AGOS) and motivational orientationscale. Also, data analysis is done using correlationcoefficient and regression analysis. At the presentstudy, reliability of the mentioned questionnaires hasbeen estimated using Cronbach alpha. Obtained resultsindicate that there is significant relationship betweenskill-oriented goal, performance-oriented goal, internalmotivation and external motivation with creative selfefficacy. Moreover, the results showed that skillorientedgoal, performance-oriented goal, internal andexternal motivation can be considered as importantfactors to determine creative self-efficacy. In addition, obtained results from regression analysis using simultaneousenter method showed that predictor variablescan explain 0. 87% of creative self-efficacy, which issignificant in confidence level of p<0. 01.

Knowing math science is necessary for nowadays developedworld, so by positive attitude to it, can providethe educational improvement. We can get positive attitudeby the change of attitude toward the mathematics. The present study that is quasi-experimental of pre-testand post-test with control group, attempts to determineimpacts of group counseling training by cognitivemethod on attitude changing toward mathematics andacademic improvement. All of male students of gradetwo in guidance schools in Khorramshahr were statisticalpopulation of this research that 24 students wereselected by multiple stage random sampling. Data wascollected by the mathematical attitude questionnaire ofRahmati (1381) and researcher-made math educationalimprovement test. The data were analyzed by multivariablescovariance and unique variance. Result revealedthat the group counseling by cognitive method isincreasing the positive attitude toward the mathematicsand academic improvement of experimental group inmathematics.

Because of importance of critical thinking attitudes inhumanities, the research aimed at investigating theportion of curriculum approaches prediction on students'critical thinking attitudes in them. Researchpopulation in the descriptive-correlation study includedall students' humanities in Ferdowsi University ofMashhad, Iran in during academic year of 2013-2014. 366 students were selected by using stratified samplingmethod via Morgan and Kerjcie's table andcomplete questionnaires. Data was analyzed by descriptivestatistic and regression analysis. Findingsshowed that among of six curriculum approaches, approaches’ systems, managerial, behavioral and academicnot able to predict the students' critical thinkingattitudes (p>0. 05). But other two approaches includinghumanities and reconceptualist approach can predictcritical thinking Disposition (F(1, 364)=14/54, P=0/000). To consideration of humanities role andreconceptualist approach in developing of students'critical thinking attitudes, suggests that human sciencegoing into nontechnical approach thus happen changesin humanities curricula.

Achieving real goals of in-service teachers training isone of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirectevidence about the effectiveness of in-service teacherstraining do not show an efficient and satisfying results. As expecting to reforms in this field by officials andexperts is increasing. Accordingly, the purpose of thisstudy was to investigate the teachers' experiences ofmotivational factors in the quality of in-service primarytraining. This is the qualitative study with a phenomenologicalapproach. To achieve the research purpose, 20 primary school teachers in Ahar region were selectedby purposive sampling method and studied. Researchtools include observation, semi-structured interviews, open-answer written questions and review of theconducted investigations related to the topic of thisresearch. The Findings from the teachers' experiencesthat are based on coded data and extracted themes showwe can summarize the important motivational factors inquality of in-service training in four main themes: intrinsicmotivation, teacher qualifications, subject characteristicsand environmental incentives. Research findingsshows the necessity of attention to various factorsin the evaluation of in-service training that be consideredas the main criteria of quality and efficiency byteachers. Accordance of programs with the teachers’ expectations and needs as the main audience of inserviceprograms will improve overall efficacy of theseprograms.

The goal of this study was to investigate the meditativerole of self-efficacy and perfectionism dimensions inthe relationship between attachment dimensions(Avoidance and Anxiety) and academic buoyancy. Thesample group included 340 B. A students (189 femaleand 151 male) of Yazd University in the academic year1393-94 that were selected by multi-stage cluster sampling. The participants fulfilled the attachment, perfectionismdimensions, self-efficacy, and academic buoyancyquestionnaires. The evaluation of the proposedmodel was done by the use of path analysis and AMOSsoftware. The results of the correlation matrix revealedthat the dimensions of attachment have positive correlationwith each other and have negative correlation withthe academic buoyancy. Both dimensions of attachmenthad negative correlation with positive perfectionism and positive correlation with negative perfectionism. Inaddition, anxiety and avoidance had negative correlationwith all three dimensions of self-efficacy. Thedimensions of perfectionism had negative correlation with each other whereas the dimensions of self-efficacyhad positive correlation with each other. Finally, bothdimensions of attachment with the mediation of negativeperfectionism, controversial self-efficacy, andemotional self-efficacy predicted buoyancy negatively. The findings were discussed based on previous researches and some suggestions were brought up forfurther studies in this field.

This study aimed to determine the effectiveness of positiveself-talking on self-efficacy of elementary schoolstudents. The population in this study consisted of allelementary school students in the academic year 1393-1394 in the city of Piranshahr. This study is based onsemi-experimental design with pre and post-test. First, two schools were selected randomly. From each school, one second grade classes randomly selected. The studentsselected through random sampling of one of theschools, as the experimental group (34 students) andother schools as a control group (36 students) wereselected. Positive self-talking experimental groupreceived ten sessions of education. Devise of measurementwas General Self-Efficacy test that the pre-testand post-test was applied to both groups. To analyzethe data, univariate covariance analysis and post hocBonferroni test were used. The results of Covarianceanalysis and Bonferroni test for comparison of meansshowed that positive self-talking has a significant effecton increasing the students Self-Efficacy (p<0. 05).