The purpose of this study was to investigate the effect of communication skills training on self regulation learning of male students of high-schools in Zanjan city in the school year 2012-13 (1391-92s.c.). The research method was experimental with pre test - post tes More
The purpose of this study was to investigate the effect of communication skills training on self regulation learning of male students of high-schools in Zanjan city in the school year 2012-13 (1391-92s.c.). The research method was experimental with pre test - post test with a control group. The tools used in this research were the Zimmerman & Mertinez-pons Self-regulation Learning Questionnaire (1986) and the UNISEF program for training communication skills (2004). The statistical population of the research included all of male high school students in grade one in Zanjan in school year 2012-13. From among them 60 students were selected by multi stage cluster random sampling method and assighned in to two experimental and control groups. Experimental intervention (communicative skills based on the UNICEF Training kit) was carried out in the experimental group in ten sessions, each session lasted ninety minutes once a week. The results of ANCOVA showed that the training of communication skills was effective in improvement of self regulation learning of students (P < 0.001).
Manuscript profile
Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning.
Research Methodology: The research method is of a descriptive and correlational More
Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning.
Research Methodology: The research method is of a descriptive and correlational type. The statistical population of the study includes all university students of Jajarm city, among which 194 people were selected through relative category random sampling method according to the proposed formula of Fidell and Tabachnick (2007) and based on the number of students in each university. The data collection tools include Siamak and Davarpanah's information literacy (2008), Hermans' achievement motivation (1977) and Bouffard's self-regulation (1995) questionnaires which have face and content validity. The reliability coefficient using Cronbach's alpha was 0.86, 0.84 and 0.81, respectively. Data analysis was performed using Sobel test by SPSS.
Findings: According to the statistical results, the strength of the relationship between information literacy and achievement motivation is 0.43, the relationship between information literacy and self-regulated learning is 0.20 and the relationship between achievement motivation and self-regulated learning is 0.41. The test statistic is 2.535, which is greater than the critical value of t at the level of 5% error, ie 1.96, and indicates that the observed correlation is significant.
Conclusion: With 95% confidence, there is a relationship between information literacy and achievement motivation with the self-regulated learning mediating role in the university students of Jajarm city.
Manuscript profile
Purpose: The aim of this study was to investigate a self-regulatory model of learning based on intelligence beliefs and classroom perception mediation of self-efficacy in gifted students.
Methodology: The present study was applied, in terms of purpose and descriptive a More
Purpose: The aim of this study was to investigate a self-regulatory model of learning based on intelligence beliefs and classroom perception mediation of self-efficacy in gifted students.
Methodology: The present study was applied, in terms of purpose and descriptive and correlational, in terms of data collection method. The statistical population was all gifted high school students in the 2nd and 4th districts of Tehran in the academic year of 2009-2010. Four hundred students were selected by multi-stage cluster sampling method. Research tools included the Self-Regulatory Learning Questionnaire (Pintrich et al., 1990), Intelligence belief (Abdolfattah and Yiths, 2006), Classroom Perception atmosphere (Rovy, 2002) and General Self-Efficacy (Sherer et al, 1982). The collected data were analyzed by Pearson correlation method and structural equation modeling by Amos24 and SPSS26 software.
Findings: The results showed that the final model had a good fit with the data. Based on the results of direct relationships of research variables showed that intelligence beliefs had a positive and significant effect on self-efficacy and self-regulation of learning, as well as perception of classroom atmosphere on self-efficacy and self-regulation of learning and self-efficacy on self-regulation (P<0.001). The indirect effects of intelligence beliefs and perception of classroom atmosphere on self-regulation of learning through self-efficacy were 0.1215 and 0.1185, respectively, which were statistically significant (P<0.001).
Conclusion: Considering that factors such as intelligence, motivational and environmental beliefs affect the learning self-regulation and subsquently learning self-regulation has an important role in academic achievement. The results of this study can have important implications for those involved in education and mental health services and families.
Manuscript profile
The main purpose of this study was to determine the relationship between attitude to career and technology course and technological attitude. This research is a quantitative, an applied in terms of purpose, and a correlation-descriptive study. The population consisted o More
The main purpose of this study was to determine the relationship between attitude to career and technology course and technological attitude. This research is a quantitative, an applied in terms of purpose, and a correlation-descriptive study. The population consisted of all 15386 high school students in district 1 of education organization at Tabriz in 2018-2019. The 415 students selected as sample by random stratified sampling. Data were collected from 415 secondary education students through Technology Attitude Questionnaire (Lioua and Kuo, 2014) and a researcher-made questionnaire to assess attitudes toward career and technology course and were analyzed using a two-step Structural Equation Model (SEM) approach with Smart Pls 3.2.8. After testing the adequacy of the measurement model, the structural model showed that attitudes to career and technology course significantly predicted technological attitude, such as Technology Learning self-efficacy(0.44), Technology learning value (0.56), Technology learning strategies (0.56), Technology Learning goal orientation (.63), environment stimulation (0.64), Technology Learning self-regulation triggering (0.54), Technology Learning self-regulation-implementing (0.68).these results shed light on the critical role of career and technology course for students’ technological attitude. Due to these relationships, it is suggested that the curriculum of work and technology be given more attention and that its objects, content, and teaching-learning strategies be prepared and implemented in a practical style.
Manuscript profile
Sanad
Sanad is a platform for managing Azad University publications
