THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, ACHIEVEMENT EMOTIONS, AND SELF EFFICACY WITH STUDENTS’ DEEP AND SURFACE LEARNING APPROACHES

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SHARIFI DARAMADI PARVIZ; HASANVAND BAGHER; JALALVAND MOHAMAD; BABAMOHAMMADI MASOUMEH

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Journal: JOURNAL OF COGNITIVE STRATEGIES IN LEARNING Year:2017 | Volume:4 | Issue:7 Page(s): 109-126

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Title

THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, ACHIEVEMENT EMOTIONS, AND SELF EFFICACY WITH STUDENTS’ DEEP AND SURFACE LEARNING APPROACHES

Author(s)

SHARIFI DARAMADI PARVIZ | HASANVAND BAGHER | JALALVAND MOHAMAD | BABAMOHAMMADI MASOUMEH | Issue Writer Certificate

Keywords

ACADEMIC ACHIEVEMENTQ2

ATTACHMENT STYLEQ2

LEARNING APPROACHESQ2

STUDENTSQ2

Abstract

Aim: The aim of this study was to investigate the role of LEARNING APPROACHES in the relationship between parental ATTACHMENT STYLE and STUDENTS achievement is.Method: The study of correlation designs (path analysis) is. The research subjects were all male high school STUDENTS ray city A total of 200 STUDENTS were selected by multistage random cluster sampling. In this study, measuring tools was the questionnaire of attachment to parents and peers Armesden and Greenberg (1987), approaches and study skills Annette Weiss Tel and Tate(1997), and the average as an indicator of educational attainment was a high school student.Results: The data using descriptive statistics, as well as path analysis and modeling software version Aymvs 21, were analyzed. The results showed good fit model. The results showed that deep and strategic approaches can significantly predict ACADEMIC ACHIEVEMENT, Strategic approach can to play full the role of mediation in the relationship between ATTACHMENT STYLE and achievement, But superficial learning approach couldn’t predict ACADEMIC ACHIEVEMENT and have a meaningful role in the research model.Conclusion: The results of this study can be concluded, the teachers and the education system must be designed in such a way so that the educational system rather than a superficial understanding of STUDENTS to understand the depth of material to be stressed. In other words, teaching and learning by teachers and STUDENTS of deep and strategic approaches can have a significant impact on the ACADEMIC ACHIEVEMENT of STUDENTS.

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APA: Copy

SHARIFI DARAMADI, PARVIZ, HASANVAND, BAGHER, JALALVAND, MOHAMAD, & BABAMOHAMMADI, MASOUMEH. (2017). THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, ACHIEVEMENT EMOTIONS, AND SELF EFFICACY WITH STUDENTS’ DEEP AND SURFACE LEARNING APPROACHES. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, 4(7 ), 109-126. SID. https://sid.ir/paper/255099/en

Vancouver: Copy

SHARIFI DARAMADI PARVIZ, HASANVAND BAGHER, JALALVAND MOHAMAD, BABAMOHAMMADI MASOUMEH. THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, ACHIEVEMENT EMOTIONS, AND SELF EFFICACY WITH STUDENTS’ DEEP AND SURFACE LEARNING APPROACHES. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING[Internet]. 2017;4(7 ):109-126. Available from: https://sid.ir/paper/255099/en

IEEE: Copy

PARVIZ SHARIFI DARAMADI, BAGHER HASANVAND, MOHAMAD JALALVAND, and MASOUMEH BABAMOHAMMADI, “THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, ACHIEVEMENT EMOTIONS, AND SELF EFFICACY WITH STUDENTS’ DEEP AND SURFACE LEARNING APPROACHES,” JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, vol. 4, no. 7 , pp. 109–126, 2017, [Online]. Available: https://sid.ir/paper/255099/en

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