The present study was an attempt to investigate the relationship between academic burnout and achievement motivation with senior high school students` academic performance in Ardabil during the academic year 1391-1392. The statistical sample of this study included 379 h More
The present study was an attempt to investigate the relationship between academic burnout and achievement motivation with senior high school students` academic performance in Ardabil during the academic year 1391-1392. The statistical sample of this study included 379 high school students (197 boys and 182 girls) who were selected by cluster sampling from 162 high schools. The data were gathered employing Breso`s academic burnout and Hermens` achievement motivation questionnaires. The students` grade point averages (GPAs) in the first semester were considered as their academic performance scores. The obtained Pearson correlation coefficient showed that there was a negative relationship between academic burnout and academic performance but a significant positive relationship between achievement motivation and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with achievement motivation. On the other hand, the results of Hotlling t2 analysis showed that there was a significant difference among the combination of the two dependent variables in two groups of girl and boy students. The result of the independent t-tests showed that there was a significant difference between girl and boy students only in term of academic performance.
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The present research aimed at studying the effectiveness of a concept-based model of education on creative thinking and self-regulated learning. The methodology was quasi-experimental with pre-test post-test control group design. The statistical population included all More
The present research aimed at studying the effectiveness of a concept-based model of education on creative thinking and self-regulated learning. The methodology was quasi-experimental with pre-test post-test control group design. The statistical population included all students of the sixth grade, educating at elementary schools of Kamyaran in 2018-2019. The selected sample was divided, through random sampling, into two groups: 24 persons for the experimental group and 21 for the control group. The experimental group received 8 thirty-minute sessions of the concept-based model of education for 4 weeks (2 sessions per week). The control group received the common traditional teaching approach. The data collection tools included the Torrance Tests of Creative Thinking (Figural Test, Form A) and Sevari and Arabzadeh’s Self-Regulated Learning Strategies Questionnaire (2013). The results of multivariate analysis of covariance showed that the students who received the concept-based model of education achieved higher scores than the control group in creative thinking and self-regulated learning tests (p<0.001). Given the effectiveness of the concept-based model of education, the teachers are recommended to use such methods in elementary grades, particularly in the Experimental Sciences course
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