Research in School and Virtual Learnin
Year:2016 | Volume:4 | Issue:2 (14) |Papers Count:7

The general purpose of this paper is to present a predictive model of the academic performance of blended education students based on motivational beliefs variables and self-regulated learning strategies. The relationship among studied variables has been investigated via a proposed model. The target population included all male and female undergraduate students of Payam Noor University of Ardebil in the school year 92-93. The sample of 280 students of Payam Noor University of Ardebil were selected by using stratified random sampling method. Small scales of self-efficacy, task value, goal orientation, and regulatory learning strategies were used which were selected from the motivated strategies for learning questionnaire (MSLQ) By Pintich et al (1991) and the average scores of students were used as assessment instrument to assess their academic performance. Findings from data analysis showed that the data were good fitted with conceptual model. In the model, self-efficacy and self-regulation strategies mediate the effects of goal orientation (internal and external) and task value on academic performance. As a whole one can say that in case of the effects of internal and external variables on blended educational model, internal goal orientation and self-efficacy and self-regularity learning strategies have the most effect on academic performance. Therefore, intervention and help improve academic performance of students in the education system should be based on the influential variables.

Some believe that basically «the way we think, produces the equipment/tools as well as«. The second group believe that «as we build tools, we think alike«. there is a third group who does not accept the two above views and believe that there would be created sort of convergence and coherence between the technology and thought. If we accept the assumption that the technology is generated by its own knowledge and thinking, so we have to accept the viewpoints of the second group which at first, the technology has a fundamental role in creating and revolving meaning and notion of knowledge. Secondly, virtualized technology will be uncontrollable in the future. Thirdly, conceptualization must have be done to cope with some unavoidable requirements and cyberspace in religious education components including concepts, definitions, boundaries, religious knowledge, behavior and religious practice. Fourth, rather than seeing negative effects of challengeable and unavoidable technology, to see it as a positive opportunity to presenting new attitudes of religion and religious education components. This paper is searching to explain second type relation between technology and religious education and acceptance of its logical requirements.

The purpose of this study is to determine the effect of the problem-solving education based on the spirituality on the philosophical mindset and the decision-making styles of the nursing students of Bandargaz Islamic Azad University in the academic year 2015. For this, 30 students were randomly selected as the sample group. This is a semi-experimental research with a pre-test, post-test plan and a control group. Questionnaire based on decision-making style Scott & Bruce (1995) and philosophical mindset Talebpour & et al (2005) were used as research tool. The program was presented to students during 8 sessions (each 90 minutes) in four weeks. The sample group was randomly divided into two 15 person groups, (an experimental group and a control group). The experimental group was taken under Emot-ional self-control training, while the control group was not. Data analysis with descriptive statistics (Mean, Standard Deviation) and inferential statistics (Covariance Test). The results of analysis covariance showed that teaching problem solving is based on spirituality leads to an improvement of comprehensiveness, flexibility and mind pondering the philosophical and rational decision making styles, avoidant, dependent. While there was no change in styles and intuitive real-time decision after training.

Problems of learning Mathematics are important becauseall children need to do mathematical calculationsin their early years of school. The present study intendsto examine the effect of mathematic problem – solvingtraining with playing – based method on attention, problem – solving and self – efficacy in students withmathematic learning disability. In this quasi – experimentalstudy, a pretest – posttest design with a controlgroup was used. The population included all male andfemale students with mathematic Learning disabilitywho studied in primary schools of Torbat-e-Heydariehcity in the academic year 2015-2016. The sample included36 male and female students with mathematicLearning disability that were selected through one – stage cluster sampling and assigned randomly in toexperimental group and control group. The researchinstruments used in this study included conners questionnaire, sherer General self – efficacy scale, teacher– made mathematic test, wechsler Intelligence scale forchildren and key math Diagnostic Test. Pretest andposttest were administered on both groups. The experimentalgroup received 8 One – hour sessions mathematicproblem – solving training with playing – basedmethod, while the control group received no intervention. Multivariate and univariate analysis of covarianceutilized to analyze. The results showed that mathematicproblem – solving training with playing – basedmethod is effective in Learning of problem – solving(p<0/0001) and attention (p<0/01) in students withmathematic Learning disability but It has not Effect onself – efficacy. Thus it can be used as a suitable interventionmethod.

This research was performed for the purpose of developing the organizational learning component based on Tehran Payame Noor university personnel’ s insight. Research methods from the point of aim is developing and its approach for collecting data is correlative descriptive. Statistical population of 120 personnels of Tehran province Payame-Noor university (managers and experts) and after simple random sampling method using morgan table, 91 answer sheets were chosen. The tools of measurement have provided two questionnaires, namely insight questionnaire with 40 items and organizational learning questionnaire with 42 item. Reliability of tools was measured by construct validity and validity was determinded using Cronbach's alpha(0. 90 and 0. 96). Exploratory factor analysis results shows that insight and organizational learning of personnel each compound 6 components which respectively cover 49. 1 and 63. 5 percent of total variance of insight and organizational learning. The 99 percentage Confidence interval of variables show8ed that insight component in the invested population are estimated high, however organizational learning factors are evaluated average; except for strategic leadership and interpersonal skills which were both estimated high. After executing the Friedman test, the ranking of insight factors in the population respectively are communication, insight, productivity, creativity, supervisory, and freedom of action. The ranking of organizational learning components are interpersonal skills, strategic leadership, vision, empowerment, mental model and team learning. Neither of variables are connected to individual features except for supervisory. In the end, the final output of performing the canonical correlation analysis, introduced only one optimal model couple.

The aim of this study is to survey of the role of personality in tolerance ambiguity in students of different majors. The changes that driven from globalization have been created upward spirals of novelty, complexity and change, that magnifying the experience of ambiguity by communities, groups and members. Ambiguity tolerance refers to the individual, s tendency to interpret an ambiguous situation as a threat or a source of discomfort. Based On this, this study has been examined the role of big five factor personality in predict of tolerance ambiguity in students of different majors. Sample included 340 (202 female and 138 male) students of Persian Gulf University to whom the Tolerance ambiguity scale and Big Five Factor questionnaire were given. The results of inter multiple regression showed that openness to experience positively and neuroticism negatively predict tolerance for ambiguity. The results of multiple analysis of variances of openness, neuroticism and majors, showed that the main effect of openness and majors have significant effect on tolerance of ambiguity. Furthermore, the interaction effect of openness and majors has a significant effect on tolerance of ambiguity in students. According to the finding of this research, the ambiguity tolerance is a complex constructs that influenced by both personality traits and majors (index of environment).

This research was done with the aim of preparing a causal model of the relationship between intelligence beliefs and information technology acceptance with regard to the mediating role of achievement goals, computer anxiety, and computer self-efficacy among Shiraz Payame Noor University students using path analysis. For doing so, 375 students from Shiraz Payame Noor University were selected through multistage cluster sampling and answered to a questionnaire consisted of intelligence beliefs, achievement goals, computer anxiety, computer self-efficacy, and technology acceptance scales. The results generally indicated that incremental intelligence beliefs affects technology acceptance indirectly and positively via the mediation of mastery goals, computer anxiety, and computer self-efficacy. Entity intelligence beliefs had indirect negative effects on technology acceptance via the mediation of performance-avoidance goals, performance-approach goals, and computer anxiety. Moreover, the results showed that the explained variance for technology acceptance is 36 percent in the fitted model.