-
Open Access Article
1 - The Role of Virtual Social Networks in Self-Regulatory Learning Strategies and Student Future Student's Student's Development
Somayeh bakhshi Parikhani Sadeq Hamedi Nasab Hadi PourshafeiBackground: Today, paying attention to the predictive role of using virtual social networks among students is significant. Objectives: This research studies the role of virtual social networks in self-regulation learning strategies and the development of students' futur MoreBackground: Today, paying attention to the predictive role of using virtual social networks among students is significant. Objectives: This research studies the role of virtual social networks in self-regulation learning strategies and the development of students' futures research potential at Kharazmi University in Tehran. Method: The research method is descriptive and correlational. The statistical population is all students of Kharazmi University who were studying in the academic year 1995-96. 356 students were selected by stratified random sampling as sample size. Data gathering tool was a questionnaire including social networking tools such as Shi, Leo, Yang, Lee and Kei (2014), Pingtjyr Self-Regulatory Learning Strategies (1990) and Persa's Future Learning Questionnaire (2011). The reliability of the tools was confirmed by Cronbach's alpha coefficient and their validity was verified by confirmatory factor analysis and correlation between the components. Finding: The amount of using virtual social networks by students on the components of self-regulation learning strategies with beta coefficient of 0.75 and significance level of 0.05 showed that this hypothesis was confirmed. According to the results of the second hypothesis, the beta coefficient for the ability to calculate, conceptual understanding, and futuristic morale is equal to 0.68, 0.72 and 0.44, so that everyone is at a significant level of 0.05 and this assumption is also confirmed. Not be Conclusion: The results of this study showed that students in using virtual social networks have higher scores in self-regulation learning strategies, motivational beliefs, ability to calculate, conceptual understanding and future spirit. Manuscript profile -
Open Access Article
2 - Investigating the Effect of Self-Control Learning Strategies on Financial Fraud Risk Assessment
reza nematikoshteliThe purpose of this study was to investigate the effect of Weinstein and Hume's self-control learning strategies on financial fraud risk assessment. Self-control learning strategies are all psychological efforts to control a person's processes, functions, and inner stat MoreThe purpose of this study was to investigate the effect of Weinstein and Hume's self-control learning strategies on financial fraud risk assessment. Self-control learning strategies are all psychological efforts to control a person's processes, functions, and inner state that the learner uses during learning. Therefore, its purpose is to help learn, organize, store knowledge and skills, as well as facilitate their use in the future. Weinstein and Hume's self-control learning strategies include self-control strategies for mental training, semantic development, and organization. The statistical sample of the research includes 519 auditors working in auditing firms, members of the Society of Certified Public Accountants of Iran, and the Auditing Organization in 2021, who were selected by an available sampling method. The research method is a descriptive survey and the instrument used in the research is a standard questionnaire. to statistically analyze the data and test the hypotheses, structural equation modeling was used using LISREL software. The results show that there is a significant relationship between auditors' self-control learning strategies by Weinstein and Hume method and financial fraud risk assessment. Also, self-control learning strategies, mental training, semantic development, and organization have the greatest impact on financial fraud risk assessment, respectively. Manuscript profile -
Open Access Article
3 - The Effect of Academic Grades, Neuroticism and Self-Regulated Learning Strategies on Academic Burnout: Testing a Conceptual Model
Shahram Vahedi Touraj hashemi Sina Shafiei SoorkThis descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar b MoreThis descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar branch (1162 people). Sample of 290 students were selected using cluster sampling. Data were collected by neuroticism scale (McCrae & Costa, 1992), Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and academic burnout inventory (Bresó, Salanova & Schaufeli, 2007) and were analyzed by simple correlation and path analysis. Our results, consistent with the hypotheses showed that grades (P < 0.05) and neuroticism (P < 0.01) positively and self-efficacy (P < 0.01), intrinsic value (P < 0.01) and self-regulation (P < 0.05) negatively affect academic burnout. Also neuroticism (P < 0.05), self-efficacy (P < 0.01) and intrinsic value (P < 0.05) affect academic burnout via mediator variable of self-regulation. In total, 58% of the variance of academic burnout was explained by those variables. Manuscript profile -
Open Access Article
4 - Structural model of the relationship between academic identity and academic performance mediated by self-regulated learning strategies and motivational beliefs in female high school students
Zahra Torkzadeh Arani Reza Jafari Harandi Susan BahramiThe purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-corre MoreThe purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-correlational in terms of method. The statistical population of this study consisted of 21940 female high school students in the four education districts of Qom who were studying in the 2018-19 academic year. The sampling method in the present study is multi-stage cluster sampling. Thus, first, the four education districts of Qom were considered as four clusters, then one school was selected from each district and three classes from each school. Finally, the sample size of this research was based on Krejcie, Morgan and Kohan table and according to the size of the population, it included 378 students. In this study, the questionnaire (questionnaire of academic identity status questionnaire (Was & Isaacson, 2008) and self-regulated learning strategies questionnaire (Pintrich & Degroot, 1990), which was designed by 5 Likert method, was used) Self-regulated learning strategies and motivational beliefs were used to collect data related to academic identity variables, and the average scores of students in the second semester were used for the academic performance variable. All statistical analyzes have been performed by structural equation modeling with partial least squares approach. Findings indicate a positive and significant effect of academic identity on academic performance directly. On the other hand, the effect of academic identity on academic performance indirectly and mediated by self-regulated learning strategies and motivational beliefs is also positive and significant. Manuscript profile -
Open Access Article
5 - The relationship between the use of vocabulary learning strategies and gender of Iranian EFL learners
Mitra Ansari freidoon Vahdany Narjes Banou Sabouri -
Open Access Article
6 - The Relationship between Language Learning Strategies, Field of Study, Gender, and Language Proficiency
Habibollah Mashhady Nasser Fallah -
Open Access Article
7 - The Relationship Among Family Socioeconomic status, Learning Strategies and Mathematic Problem Solving Ability among Students
Bahman Akbari محمد احمدی دهقطبالدینیThis research has been done with the purpose of studying the relations among family socioeconomic, achievement goals, learning strategy and students, mathematic problem solving ability. For this purpose survey research method was used and required Data gathered about de MoreThis research has been done with the purpose of studying the relations among family socioeconomic, achievement goals, learning strategy and students, mathematic problem solving ability. For this purpose survey research method was used and required Data gathered about deep strategies, surface strategies, mastery goals, performance-approach goals, performance-avoidance goals and Family Socioeconomic status by using Goal Achievement Questionnaire by Elliot and Church and Study Process Questionnaire by Biggs of a sample of n=427 students through random clustered sampling. Results showed that the relation of mastery goals with learning deep strategy and mathematic problem solving ability is positive and significant but the relation of performance- approach goals and performance- avoidance goals with mathematic problem solving ability is not significant. The relation between deep strategy and mathematic problem solving ability is positive and significant and the relation between surface strategy and mathematic problem solving ability is not significant but is negative. Results also showed that mastery goals are the most important factor affecting on mathematic problem solving ability and boys used performance-approach goals more than girls and student belong to low socioeconomic status used mastery goals more than student belong to high socioeconomic status. But there is no difference between Students, learning strategy and mathematic problem solving ability in terms of gender and family socioeconomic status. Manuscript profile -
Open Access Article
8 - Investigating the relationship between thinking styles and learning strategies with academic performance of university students
Ali Reza BakhshayeshThis research was carried out with the purpose of investigating the relationship between thinking styles and learning strategies with student’s academic performance of Azad University. Research method was descriptive-correlation and three questionnaires (Sternberg MoreThis research was carried out with the purpose of investigating the relationship between thinking styles and learning strategies with student’s academic performance of Azad University. Research method was descriptive-correlation and three questionnaires (Sternberg-Wagner Thinking Styles, Learning Strategies ASSIST & Dortaj Academic Performance) were completed by 350 students (220 males and 130 females) that were selected with stratified sampling method. Data was analyzed by using Pearson correlation, multiple regression logs model (inter) and t-test. The obtained results showed that there was positive and significant correlation between thinking styles and deep & strategic learning strategies with academic performance. However, there was no significant relationship between learning strategy and academic performance. In predicting student’s performance, three level of thinking styles and one level of learning styles were involved. Both genders showed a significant difference in legal, conservative, hierarchical, anarchy & internal thinking styles. Manuscript profile -
Open Access Article
9 - Relationship between self-regulated learning strategies and achievement motivation of high school students
kheironnesa shirdel Bahram Mirzaian Ramzan hasanzadehThe present research surveyed the relationship between self-regulated learning strategies and achievement motivation of Sari high school students. The research method which has been used is of correlation studies in nature. The statistical population was consisting of 4 MoreThe present research surveyed the relationship between self-regulated learning strategies and achievement motivation of Sari high school students. The research method which has been used is of correlation studies in nature. The statistical population was consisting of 4895 sari high school students who were busy studying during the second of 2009-2010. The statistical sample consisted of 324 students including 151 boys and 171 girls, who were selected randomly through stratified sampling method among high school students. The research instrument was consisting of 31 questions of katrin–s-chenutized questionnaire of Zimmerman and pons (1986) strategies self-regulated learning (MLSQ) with a reliability of (a=%89) and 29 questions achievement motivation (MAI) hermens (1970) with a reliability of (a=%73). Data were analyzed by Using statistical methods, correlation coefficients, independent T groups analysis of variance (MANOVA) and multiple regression analysis. The findings from this research showed that there is a significant difference between self-regulation learning strategies and achievement motivation in students. Also, Results showed that there is a significant difference between sexuality and self-regulation learning strategies in the students, but there is not any significant difference between sexuality and achievement motivation in the students. Multiple regression analysis states that from the subscales of self-regulated learning strategies only resource management strategies can be a good predictor of student achievement motivation to practice. Manuscript profile -
Open Access Article
10 - The Study of the effect of teaching the strategies of learning and reading on the level of learning and retention of Physics course among the first grade of female high school students in Gomishan, in academic year 2012-2013
Safieh Mofidi Ali Asghar BayaniBecause of the importance of learning, People have always been trying to find the factors affecting learning. The purpose of this study was to examine the impact of teaching the strategies of learning and reading on the level of learning and retention of Physics course MoreBecause of the importance of learning, People have always been trying to find the factors affecting learning. The purpose of this study was to examine the impact of teaching the strategies of learning and reading on the level of learning and retention of Physics course among the first grade students in high school. 44 students, by applying a quasi-experimental design and cluster random sampling were divided into the experimental and the control groups. The statistical population included all the girl students in first grade of high school in Gomishan city. Initially both groups answered the questions of a teacher-made achievement test (pre-test). there was no significant difference between two groups. Then, the experimental group received 10 educational sessions about the learning and reading strategies. At the end of the teaching period, a post- test was performed for two groups. After three weeks, both groups answered the retention test questions. Data, then, were analyzed using analysis of covariance (ANCOVA) and t-test was analyzed, too. The results indicated that teaching learning and reading strategies can enhance the learning and retention of physics in the experimental group. Manuscript profile -
Open Access Article
11 - The Effect of Teaching Physics by Technology âEnabled Active Learning (TEAL) Method onAcademic Achievement of High School Students
Mohammad Ahmadi Dehghotbadini Farhad Nazarifar Faramarz Malekian Ahmad Reza Akbari Amro Abadi. Fatemeh Zamanifard Behzad Shahbazi Firouzeh Sepehrian Fatemeh Nosrat Mahdi Abolghasemi NajafAbadi Maryam Narimani Saeed Rajaeepoor Narges Keshtiaray Mozafaredin Vaezi Zamaneh Rezaei Ali Reza Yoosefi Hadi Kamali Saghar SahebJamei Sayed Ebrahim Mirshah Jafari Mohsen Malekian Mohammad Javad Leyaghatdar Toraj Hosseini HafshajaniAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade f MoreAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade female students of Falavarjan high schools. The study was conducted by using two groups randomly-selected of high school students (each group with 28 students). The experiment group was taught by the TEAL method and the control group was taught by the traditional method. The academic achievement of the subjects were assessed by the teacher-made pre-test and post-test. The validity was confirmed by the experts and its reliability was established by cronbach's Alpha (α=0.86) coefficient (86%). The data was analyzed through inferential statistics (ANCOVA). The results showed that the academic achievement by the TEAL method have been higher than those using the traditional method of learning at the probability level of 0/001. Manuscript profile -
Open Access Article
12 - The role of an intermediary link between the academic self-efficacy in learning strategies and Problem-solving styles
sirous hadadnia naser jokar zeynab Rahimdashti Raziye Sheykhaleslam The purpose of this study was to anticipate the style of problem solving based on academic self-efficacy with mediation strategies for learning. Descriptive method of correlation type. The statistical population consists of all stude More The purpose of this study was to anticipate the style of problem solving based on academic self-efficacy with mediation strategies for learning. Descriptive method of correlation type. The statistical population consists of all students study the Islamic Azad University of Shiraz to 16436 number people a year is 92-91. In this study, a random sampling method was used for the floor. The sample size included 377 students, which is based on random sampling and Morgan were selected. To collect data used from three styles of problem-solving inventory (psi), learning strategies (M.S.Q. L) and academic self-efficacy of college students (CASES). For the analysis of data used from statistical methods, regression analysis, correlation coefficient, Baron and Kenny and path analysis and AMOS5 & SPSS software. The results showed that: 1. the academic self-efficacy between students and problem-solving styles, there is a significant and positive relationship. 2. academic self-efficacy, learning strategies between the students and there is a significant and positive relationship. 3. academic self-efficacy, learning strategies with the control problem-solving styles have predicted cognitive strategies and of the power Predictor is more. 4. role model provided a learning strategies, in the relationship between self-efficacy and problem-solving styles gives approved. Manuscript profile -
Open Access Article
13 - Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan
majid sharifi ghoortani mohammad ali nadiThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research MoreThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement. Manuscript profile -
Open Access Article
14 - The Effectiveness of Teaching Self-Regulatory Learning Strategies on Self-efficacy and Critical Thinking in Secondary School Students in District 6 of Tehran.
morteza samiee zafarghandi Marzieh Nemati Masoome AlizadeThe purpose of this study was to evaluate the effectiveness of self-regulation learning strategies on self-efficacy and critical thinking. The research was a semi-experimental design with pretest-posttest design with control group. The statistical population of the stud MoreThe purpose of this study was to evaluate the effectiveness of self-regulation learning strategies on self-efficacy and critical thinking. The research was a semi-experimental design with pretest-posttest design with control group. The statistical population of the study was Jami Novin nonprofit high school students in Tehran's 6th district based on purposeful sampling. A sample of 80 high school students of Jami girls were selected based on random sampling method and divided into two groups: experimental and control (each group 40 people). Before the implementation of the educational program, both the control and experimental groups before the beginning of the test were first evaluated using Critical Thinking Questionnaire (Rickets, 2003) and Self-efficacy Scale (Maurice, 2001). After that, the control group received 8 sessions of training on self-regulation learning strategies. But the experimental group did not receive any training. After this stage, again, both groups were evaluated using questionnaires and the data were collected. In order to check the normality of the data, homogeneity of variances, homogeneity of regression slope and Levin test, use and data with the 20th edition SPSS software and covariance analysis test were analyzed. Results showed that training self-regulation strategies has a significant effect on self-efficacy and critical thinking. Manuscript profile -
Open Access Article
15 - Cross-Disciplinary Investigation of EAP Students’ Vocabulary Learning Strategies in Online Platforms: The Mediating Role of Multiple Intelligence
Farzaneh Akbari Farahnaz Rimani Nikou Hossein Sadeghoghli -
Open Access Article
16 - The Role of Virtual Social Networks and Interaction Patterns of Teachers with Students in Predicting Learning Strategies of Secondary School Students
Maryam Gholipour Vahid Fallah Seyedeh Esmat RasooliThe aim of present research was determine the role of virtual social networks and interaction patterns of teachers with students in predicting learning strategies of secondary school students. This study in terms of purpose was applied and in terms of implementation met MoreThe aim of present research was determine the role of virtual social networks and interaction patterns of teachers with students in predicting learning strategies of secondary school students. This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The study population was the secondary school students of Babol city in the 2018-19 academic years with number 15300 people, which according to the Cochran's formula the sample size was calculated 374 people who were selected by multi-stage cluster sampling method. To collected data used from the Pintrich & DeGroot learning strategies scale (1990), Savita & Liyaqat virtual social network questionnaire (2018) and Wubbels & et al interaction patterns of teachers with students scale (1993). Data were analyzed by methods of Pearson correlation coefficient and multiple regression with stepwise model in SPSS software version 20 at a significance level of 0.05. The results of analysis showed that virtual social networks and interaction patterns of teachers with students had a positive and significant relationship with the learning strategies of secondary school students. Also, virtual social networks and interaction patterns of teachers with students played a significant role in predicting their learning strategies (p < 0.001). According to the results to improve the learning strategies of secondary school students can increase the rate use of virtual social networks and improve the interaction patterns of teachers with students through workshops. Manuscript profile -
Open Access Article
17 - Representation of barriers and strategies for establishing in-service teacher education
Faranak Mousavi Saide KolivandThe aim of this study was to investigate the obstacles and strategies for establishing e-service education of teachers from the perspective of experts as a descriptive-survey method. In this study, purposive sampling method was used and information was collected through MoreThe aim of this study was to investigate the obstacles and strategies for establishing e-service education of teachers from the perspective of experts as a descriptive-survey method. In this study, purposive sampling method was used and information was collected through a "researcher-made" questionnaire. Based on theoretical foundations, eight barriers to in-service teacher education were identified and questioned. The validity of this questionnaire has been confirmed by the supervisors. To assess the reliability of the questionnaire for a sample group of 40 people and its reliability is determined by calculating the Cronbach's alpha coefficient. After the final implementation, data analysis was performed at two levels of descriptive and inferential statistics. 5) Percentage is the most important and financial barriers with (3.75) percent are the most important barriers. Among the solutions offered to overcome these obstacles, we can mention organizational (5.19) percent, legal (4.78) percent, technical (4.72) percent and executive (4.70) percent. Manuscript profile -
Open Access Article
18 - The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students
Forozan Amrai Ezattolah Ghadampour Tayebe Sharifi Ahmad GhzanfariAim: The purpose of this study was to comparison effect extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. Method: The research method was semi experimental with pre and MoreAim: The purpose of this study was to comparison effect extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. Method: The research method was semi experimental with pre and post-test plan and following was done with two experimental groups and one witness group. The statistical population of this study consisted of all female primary school students of Khorramabad Secondary School in the academic year of 2016-2017 in 1353 individuals. The sample size was 45 people selected by multi-stage cluster sampling method. In two groups and evidence (each group of 15) was randomly replaced. After that, the students of experiment group were instructed self regulation learning strategies and extensively thinking skills thought, at this time, the control group students did not receive any training. The Torens crew questionnaire (1966) was used to collect data; finally, for analysis of data, covariance analysis was used using SPSS software. Results: The findings showed that in the post-test and follow-up stages, the training of self-regulation learning strategies could affect general creativity and all its minor components, except for the sub-component of the initiative in the post-test and in the follow-up phase only for the sub-component of the expansion of the effect meaningful; also, the results showed that the training of broad-based thinking skills could have a significant effect on the sub-components of flexibility and expansion in the post-test stage, but this effect was not sustained in the follow-up phase. On the other hand, the results indicated that the teaching of self-regulation learning strategies in comparison with the broadening of thinking skills had a greater impact on overall creativity and sub-components (P<0.05). Conclusion: Therefore, it can be said that teaching self-regulation learning strategies and extensive thinking skills can increase students' creativity. Manuscript profile -
Open Access Article
19 - The Effectiveness of Teaching Learning Strategies on the Professional Competence of Adult Education Educators of the Literacy Movement Organization
Khadijeh Rasouli Ghodsi Ahghar Hassan Asadzadeh -
Open Access Article
20 - Basic Psychological Needs, Learning Strategies and Students' Academic Achievement
Rasool JannesarOne of the important criteria for assessing the level of success or failure of educational system is the students’ academic achievement; increasing the academic achievement and reducing the level of their academic failure are among the most important goals of this MoreOne of the important criteria for assessing the level of success or failure of educational system is the students’ academic achievement; increasing the academic achievement and reducing the level of their academic failure are among the most important goals of this system. The aim of current research was to investigate the relationship between basic psychological needs (autonomy, competence and relatedness), learning strategies (deep and surface) and students' academic achievement in a form of casual model. 285 high school students in Salmas city were selected using stratified sampling method and answered to learning strategies and basic psychological needs questionnaires. Path analysis was use for data analysis. The findings revealed that tested model had sufficient fit and predicted 23% of changes of academic achievement, 14% deep learning strategies and 13% of variance of surface learning strategies. Deep learning strategies had positive and significant effect on academic achievement. But the effect of surface learning strategies on academic achievement was negative and significant. Need for autonomy and competence had positive and significant effect on Deep learning strategies. But the effect of need for relatedness on this variable wasn't significant. Also, the effect of need for relatedness on surface learning strategies was positive and significant. Research findings showed that both motivational (e.g. basic psychological needs) and cognitive variables (e.g. learning strategies) have important roles in prediction of students' academic achievement. Manuscript profile -
Open Access Article
21 - کتاب های دوره آماده سازی واژگان آیلتس
Maryam Sadeghi Garmaroudi Mohammad Aghajanzadeh -
Open Access Article
22 - Structural Model of Academic procrastination Based on Learning Strategies and Style by Mediating Achievement Motivation
Bahram mirzaian kheirolnesa shirdel mohammad kazem fakhriAbstract Structural Model of Academic procrastination Based on Learning Strategies and Style by Mediating Achievement Motivation The purpose of this study was to investigate the structural model of academic procrastination based on learning strategies and documentary st MoreAbstract Structural Model of Academic procrastination Based on Learning Strategies and Style by Mediating Achievement Motivation The purpose of this study was to investigate the structural model of academic procrastination based on learning strategies and documentary style by mediating the achievement motivation. The research method was descriptive correlational. The statistical population of the study consisted of all students of the second and middle school boys and girls in the academic year 1396-1395. 375 students were selected by stratified random sampling method and cluster sampling method. In order to collect data, Inferential statistics of path analysis and structural equations were used using liserl 8.85 software. The findings of the study showed that learning strategies documentary style by mediating the achievement motivation have the ability to predict Academic procrastination, Also, among the components of learning strategies, cognitive learning strategies with the standard coefficient (0.82) have the greatest contribution in predicting the variables of academic procrastination. Manuscript profile -
Open Access Article
23 - Cognitive, Metacognitive Learning Strategies and Motivation for Academic Achievement in Students with and Without Specific Learning Disabilities
Fatemeh Akbari Bahman Akbari maedeh mirzaei malati Fatemeh pournasrollah Mir abdul Hasan Askari RanekouhThe aim of this study was to compare cognitive, metacognitive learning strategies and motivation for academic achievement in students with and without specific learning disabilities. The method of the study was comparative causal. The statistical population of this stud MoreThe aim of this study was to compare cognitive, metacognitive learning strategies and motivation for academic achievement in students with and without specific learning disabilities. The method of the study was comparative causal. The statistical population of this study consisted of all fifth and sixth grade elementary school male and female students with learning disabilities referred to learning disability centers in Rasht and also all ordinary fifth and sixth grade elementary school male and female students in Rasht in the academic year 1399. 120 samples (60 for each group) were considered by available sampling method. Data were collected using Learning and Study Strategies by Karami (2002) and Metacognitive Ability (MCQ-30), Harter Standard Motivational (1981, 1980) Questionnaires and analyzed by multivariate analysis of variance (MANOVA) and independent t-test. And were analyzed. Findings showed that there is a significant difference between the mean of metacognitive test between the two groups (P> 0.001). Analysis of each of the dependent variables shows that: There is a significant difference between the two groups in terms of cognitive strategies, metacognitive strategies (P> 0.001). The mean of academic achievement motivation of students with special learning disabilities is significantly lower than the average without without special learning disabilities (P> 0.001). it is suggested that teaching cognitive, metacognitive learning strategies to improve the academic achievement of students with special learning disabilities should be given more attention. Manuscript profile -
Open Access Article
24 - The Relationship between personality traits, learning strategies and attribution styles in students' academic self-handicapping Branch High School
Mandana Nazar ShahrakiThis study aimed to investigate the relationship between academic self-handicapping with personality traits, learning strategies and attribution styles in students Shahrekords first high school was done. The sample consisted of 200 first year high school students Kurd. MoreThis study aimed to investigate the relationship between academic self-handicapping with personality traits, learning strategies and attribution styles in students Shahrekords first high school was done. The sample consisted of 200 first year high school students Kurd. The study included questionnaires, consistent learning patterns, NEO Five-Factor Inventory Questionnaire modified Motivational Strategies for Learning Style Inventory was Asnadyv. Research data using SPSS 20 software and correlation test their multiple relations with regression analysis was performed. The results showed that the personality characteristics, three neuroticism, openness and conscientiousness were significantly correlated with self-handicapping school and could not predict this variable. Cognitive and metacognitive learning strategies as well as significant academic self-handicapping. The results of correlation in the relationship between self-handicapping styles documents indicate a significant relationship between documents defeat - after successfully -Bd source and the source of self-handicapping. The results of regression analysis showed that among these aspects successfully integrated power supply after the school was unable to explain and predict. Manuscript profile -
Open Access Article
25 - Survey of High-Performing students' learning strategies in Islamic Azad University: Implication for teaching and learning
Yousef Namvar Azam Rastgou Sadredin SattariThis research is aimed to survey top students' learning strategies of Islamic Azad University, Ardabil Branch. Researh method was descriptive and field study. Research population were all of Islamic Azad University, Ardabil Branch students in 91-92 academic year and for MoreThis research is aimed to survey top students' learning strategies of Islamic Azad University, Ardabil Branch. Researh method was descriptive and field study. Research population were all of Islamic Azad University, Ardabil Branch students in 91-92 academic year and for gathering required data, 216 students as a sample were chosen by nonrandom sampling. Pintrich et. Al. motivated strategies for learning questionnaire were applyied for data collection. Results based on data analysis indicated that: students were using learning strategies more than theoretical mean except critical thinking, peer learning and effort regulation. Manuscript profile -
Open Access Article
26 - بررسی ارتباط میان استفاده از راهبردهای یادگیری زبان و مهارت زبانی خوداحساس
مونا خبیری مهدیه اعظمی نژادهدف این تحقیق بررسی رابطه بین استفاده زبان آموزان دو سطح متوسط و پیشرفته زبان انگلیسی از راهبردهای فراگیری زبان و خود-ارزیابی آنان از دانش زبان انگلیسی بوده است. شصت و هفت دانش آموز زبان انگلیسی (۳۹ دانش آموز سطح متوسط و ۲۸ دانش آموز سطح پیشرفته) بر مبنای نمره دریافتی د Moreهدف این تحقیق بررسی رابطه بین استفاده زبان آموزان دو سطح متوسط و پیشرفته زبان انگلیسی از راهبردهای فراگیری زبان و خود-ارزیابی آنان از دانش زبان انگلیسی بوده است. شصت و هفت دانش آموز زبان انگلیسی (۳۹ دانش آموز سطح متوسط و ۲۸ دانش آموز سطح پیشرفته) بر مبنای نمره دریافتی در آزمون کلی سطح زبان انگلیسی برای شرکت در این تحقیق انتخاب شدند. آزمون فوق ابتدا یکبار به صورت آزمایشی با گروه مشابهی برگزار گردیده و مورد بازپیرایی قرار گرفته بود. زبان آموزان منتخب به دو پرسشنامه پاسخ دادند: یک پرسشنامه جهت انجام خود-ارزیابی سطح زبان انگلیسی و دیگری پرسشنامه سنجش میزان استفاده از راهبردهای فراگیری زبان انگلیسی. نتایج تحلیل آماری داده ها حاکی از وجود رابطه معنا درا بین دو متغیر در میان گروه زبان آموزان سطح پیشرفته بود ، حال آنکه چنان رابطه ای میان گروه زبان آموزان سطح متوسط وجود نداشت. بنابراین نتایج نشان می دهد که هرچه زبان آموزان به سطوح بالاتر زبان ارتقا می یابند ، توانایی بیشتری برای ارزیابی سطح زبان خود پیدا می کنند و نیز از راهبردهای فراگیری زبان نیز بیشتر استفاده می نمایند. همچنین نتایج حاکی از آن است که با ارتقای سطح زبان انگلیسی تغییری در رویکرد زبان آموزان نسبت به استفاده از راهبردهای فراگیری زبان رخ نمی دهد مگر در مورد راهکار حافظه ای واجتماعی فراگیری زبان. نهایتا نتایج نشان می دهد که متداوترین راهکار فراگیری زبان در میان دو سطح متوسط و پیشرفته زبان آموزان راهکار شناختی بوده و زبان آموزان هر دو سطح از راهکار عاطفی کمتر از سایر راهکارها استفاده می کنند. Manuscript profile -
Open Access Article
27 - بررسی تاثیر هیجان پذیری و گشودگی به تجربه براستراتژی های یادگیری لغت دانشجویان زبان انگلیسی در ایران
شبنم رنجبران اسکویی ابوالفضل رمضانیاین تحقیق رابطه بین استراتژی های یادگیری لغت و متغیرهای یادگیری فراگیران ایرانی رشته زبان انگلیسی را، با توجه خاص به تیپ شخصیتی آنان ، به منظور یافتن کاربردهای آموزشی آن، جهت تدریس زبان انگلیسی به عنوان زبان خارجی ، مورد بررسی قرار داد.هدف تحقیق حاضر، یافتن رابطه Moreاین تحقیق رابطه بین استراتژی های یادگیری لغت و متغیرهای یادگیری فراگیران ایرانی رشته زبان انگلیسی را، با توجه خاص به تیپ شخصیتی آنان ، به منظور یافتن کاربردهای آموزشی آن، جهت تدریس زبان انگلیسی به عنوان زبان خارجی ، مورد بررسی قرار داد.هدف تحقیق حاضر، یافتن رابطه بین استراتژی های یادگیری لغت و دو تیپ شخصیتی هیجان پذیری و گشودگی به تجربه میان دانشجویان ایرانی رشته زبان انگلیسی بود. به منظور بررسی این موضوع ، نمونه آماری از جمعیت دانشجویان زبان انگلیسی برداشته شد . نمونه انتخابی برای تحلیل ، شامل 120 نفر از دانشجویان رشته زبان انگلیسی دانشگاه آزاد اسلامی تبریز در گرایشهای مختلف بود . داده ها با استفاده از دو پرسشنامه جمع آوری گردید: پرسشنامه استراتژی های یادگیری لغت اشمیت و پرسشنامه ارزیابی شخصیت هگزاکو که در تحقیق حاضر فقط دو بعد شخصیتی این پرسشنامه مورد بررسی قرار گرفت. به منظور اندازه گیری رابطه بین متغیرهای یادگیری و استراتژی های یادگیری لغت ، ضریب همبستگی پیرسون مورد استفاده قرار گرفت. یافته ها ، تفاوت هایی را در استفاده از استراتژی ها نشان می دهد که نشانگر اینست که استراتژی های انتخاب شده به تیپ شخصیتی مرتبط است. این تحقیق نشان می دهد که رابطه مثبت بین هیجان پذیری و استراتژی های شناختی و فراشناختی وجود دارد ، همچنین بین گشودگی به تجربه و استراتژی های حافظه و همچنین استراتژی های اجتماعی رابطه مثبت وجود دارد. Manuscript profile -
Open Access Article
28 - رابطه کاربرد استراتژیهای یادگیری لغات وخودگردانی بین زبان آموزان ایرانی با توجه به جنسیت
الهام صدیقی نسرین حدیدی تمجیدهدف از انجام این تحقیق بررسی رابطه کاربرد استراتژیهاییادگیری لغات و خودگردانی بین زبان آموزان ایرانیزبان انگلیسی به عنوان زبان خارجی با توجه به جنسیت بود. بدین منظور از تعداد 82 (39 مرد و43 زن) دانشجوی سال دوم و سوم رشته آموزش زبان انگلیسی که حداقل 45 واحد درسی را دردان Moreهدف از انجام این تحقیق بررسی رابطه کاربرد استراتژیهاییادگیری لغات و خودگردانی بین زبان آموزان ایرانیزبان انگلیسی به عنوان زبان خارجی با توجه به جنسیت بود. بدین منظور از تعداد 82 (39 مرد و43 زن) دانشجوی سال دوم و سوم رشته آموزش زبان انگلیسی که حداقل 45 واحد درسی را دردانشگاه آزاد تبریز، ایران گذرانده بودند، خواسته شد تا با پر کردن پرسشنامه خودگردانی و پرسشنامه استراتژیهاییادگیری لغات در این مطالعه شرکت کنند. پس از کنار گذاشتن پرسشنامه های ناقص، 70 پرسشنامه قابل قبول در تحلیل آماری مورد استفاده قرار گرفت. تجزیه و تحلیل همبستگی، رابطه مثبت و معناداری را بین کاربرد استراتژیهای یادگیری لغات زبان آموزان زبان انگلیسی بعنوان زبان خارجی و خودگردانی آنان، هم برای مردان و هم برای زنان نشان داد. این یافته ها میتواند برخی از مضامین آموزشی را برای آموزگاران در بر داشته باشد. Manuscript profile -
Open Access Article
29 - تأثیر تدریس استراتژی های شناختی و فراشناختی بر توانایی درک مطلب خواندن
Mohammad Ali Torabi الهام قلی نیااین مطالعه تأثیر تدریس استراتژی های شناختی و فراشناختی خواندن را برروی توانایی درک مطلب زبان آموزان ایرانی بررسی می کند.ابتدا یک تست تعیین سطح از دو گروه به تعداد شست نفر به منظور اطمینان از هم سطح بودن فراگیران گرفته شد. دو گروه متشکل از سی دانش آموز با رده سنی هفده تا Moreاین مطالعه تأثیر تدریس استراتژی های شناختی و فراشناختی خواندن را برروی توانایی درک مطلب زبان آموزان ایرانی بررسی می کند.ابتدا یک تست تعیین سطح از دو گروه به تعداد شست نفر به منظور اطمینان از هم سطح بودن فراگیران گرفته شد. دو گروه متشکل از سی دانش آموز با رده سنی هفده تا نوزده سال در مقطع متوسطه برای این مطالعه انتخاب شدند. به طور تصادفی٬ یکی از گروه ها به عنوان گروه شاهد و دیگری به عنوان گروه تجربی در نظر گرفته شدند. سپس یک پیش آزمون از زبان آموزان هر دو گروه گرفته شد و آزمون Tبر روی نمرات پیش ازمون فراگیران به منظور اطمینان بیشتر از هم سطح بودن شرکت کنندگان در مهارت خواندن اعمال شد. بعد از اطمینان از همسانی سطح ورودی گروهها ٬ استراتژی های شناختی و فرا شناختی (استفاده از عنوان و حدس زدن معنی کلمه از بافت) در طول هفت جلسه به فراگیران تدریس شد. سپس ازمون T بر روی نمرات پس ازمون هر دو گروه به منظور بررسی تأثیر تدریس استراتژی ها بر روی گروه تجربی انجام شد. نتایج نشان داد که تدریس استراتژی محور خواندن تأثیر مثبت و معنی داری بر روی توانایی درک مطلب زبان اموزان دارد. این یافته ها نشان می دهد که تدریس زبان های خارجی در محیط های اکادمیک مخصوصا برای بزرگسالان می بایست به همراه آموزش مستقیم و عملی استراتژی ها باشد. نتایج این مطالعه برای طراحان کتب درسی٬ برنامه ریزان و تربیت معلم می تواند مفید باشد. Manuscript profile -
Open Access Article
30 - The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
Majid Soleymani mohamad abbasi hadi sarani Ali Akhondzade Arani somaye afsharpourThe purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with contro MoreThe purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learning Manuscript profile -
Open Access Article
31 - Effectiveness of Self-Regulation Training on the Academic Achievement of Female students in Tabriz Technical High School
Zhila Pourmohammad Khalil EsmaeilpourThe present research aims to investigate the effectiveness of self-regulation training on students' academic achievement. In order to conduct the research, 50 students of Tabriz technical high schools were selected through screening based on academic achievement, and we MoreThe present research aims to investigate the effectiveness of self-regulation training on students' academic achievement. In order to conduct the research, 50 students of Tabriz technical high schools were selected through screening based on academic achievement, and were randomly assigned to two groups: the experimental and the control groups. The Motivational Strategies for Learning Questionnaire (MSLQ) was used out for both groups at the pretest and post-test stages. The data were analyzed by ANCOVA. The results showed that there was their significant differences between experimental and control groups in academic achievement (p < 0/001), and that academic achievement of the experimental group was higher than the control group, after receiving self-regulation training. Based on the results, it was revealed that self-regulation training increases students’ academic achievements. Manuscript profile -
Open Access Article
32 - The Causal Model of Predicting Self-Regulatory Learning Strategies of Payame Noor University Students: The Role of Intelligence Beliefs, Achievement Goals and Educational Self-efficacy
Samad Abedi Bahman Saeidipour Mohammad Hassan Seif Mehran FarajollahiThe present investigation aims at examining the relationship among the Intelligence beliefs, educational self-efficacy, and achievement goals as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University MoreThe present investigation aims at examining the relationship among the Intelligence beliefs, educational self-efficacy, and achievement goals as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University students using a causal Model framework and through Path Analysis. In order to test the hypotheses, a sample of 600 students from Payame Noor University centers through multiple cluster sampling and stratified sampling were randomly selected, who answered a self-report questionnaire consisting of subscales of the intelligence beliefs (Abd-El-Fattah & Yates, 2006), achievement goals (Middleton & Midgley, 1997) and scale of educational self-efficacy and self-regulatory learning strategies taken from the Motivated Strategies for Learning questionnaire (Pintrich & De­Groot, 1990). The results indicated that the proposed causal model after revision enjoys a good fit index, and that the variables formed 34 and 30 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, it was revealed that intelligence beliefs not only have a direct effect but also have an indirect impact on the students’ self-regulatory learning strategies through achievement goals and educational self-efficacy. The results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of achievement goals and educational self-efficacy, can be effective on the students’ self-regulatory learning strategies, and finally, on their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts Manuscript profile -
Open Access Article
33 - A study of the reliability and validity of science learning motivation questionnaire
Hossein Zare Maryam BakhsheshIn order to test the reliability and validity of Students' Science Learning Motivation Questionnaire (SMTSL), a sample of 258 Iranian female and 117 male, aged 17-24 years (mean=22), who were studying in Payame Noor University completed the SMTSL. Calculating the intern MoreIn order to test the reliability and validity of Students' Science Learning Motivation Questionnaire (SMTSL), a sample of 258 Iranian female and 117 male, aged 17-24 years (mean=22), who were studying in Payame Noor University completed the SMTSL. Calculating the internal consistency of the SMTSL revealed that all 35 items were highly correlated with the total score. Reliability assessment by computing Cronbach’s alpha coefficient and Guttman split-half coefficient for the questionnaire were 0.838 and 0.875 respectively. The correlation coefficient of 0.667 was obtained by retest in a 2 week time interval which was significant (p<0.01). In order to assess content validity, the questionnaire was given to a few psychologists who approved the potency of SMTSL in assessing science learning motivation. Factor analysis was Also, used to evaluate the internal validity, which extracted 6 factors according to the subscales of the SMTSL, which could explain 56.05% of the total variance. The Cronbach’s alpha coefficient from 0.728 to 0.847 and mean of correlation from 0.92 to 0.477 of subscales, confirm internal consistency and discriminate validity of the questionnaire. The results showed that the SMTSL is a reliable and valid inventory for measuring motivation toward science learning among Iranian students. Manuscript profile -
Open Access Article
34 - Investigating the Effect of Self- Regulated Learning Strategies Training on Female First-grade High School Studentsʼ Math Learning and Anxiety in Bostan Abad in the Academic Year 2015-2016
Tahereh Hassani Zangbar Sholeh LivarjaniThe present study aimed to investigate the effect of self-regulated learning strategies training on female first-grade high school studentsʼ math learning and anxiety in Bostan Abad in the academic Year 2015-2016. It was a quasi- experimental research in which initially MoreThe present study aimed to investigate the effect of self-regulated learning strategies training on female first-grade high school studentsʼ math learning and anxiety in Bostan Abad in the academic Year 2015-2016. It was a quasi- experimental research in which initially 40 students were chosen from the statistical population. They were selected through random stratified sampling from among those with high anxiety. The particpants were then assigned to two groups of experimental and control each containing 20 students. Both groups completed the Beckʼs anxiety questionnaire and took the learning math test. The experimental group tater received training on self-regulated learning strategies for eight sessions. The control group did not recive any training in this regard. At the end of the treatment, both groups completed the anxiety questionnaire and took the math test again. The face validity of the instruments was examenid and their relibilty was confirmed using Chronbachʼs Alpha. The analyses of the results conducting ANOVA revealed that self - regulated learning strategies training was effective in improving studentsʼ math learning. Moreover, it was found that self-regulated learning strategies training decreased studentdʼ anxiety. Manuscript profile -
Open Access Article
35 - Effectiveness of Self-regulation Training on the Academic Achievement of Technical High School Male Students of Tabriz
Zhila Pourmohammad Khalil EsmaeilpourThe present research aims to investigate the effectiveness of self-regulation training on academic achievement. In order to conduct the research, 50 students of technical high school of Tabriz were selected through screening based on academic achievement, and were rando MoreThe present research aims to investigate the effectiveness of self-regulation training on academic achievement. In order to conduct the research, 50 students of technical high school of Tabriz were selected through screening based on academic achievement, and were randomly assigned into two groups: the experimental and the control groups. The Motivational Strategies for Learning Questionnaire (MSLQ) was employed in both groups as the pretest and post-test. The data were analyzed by ANCOVA. The results showed that their there was significant differences between the experimental and control groups in academic achievement (P<0/001), and that academic achievement of the experimental group was higher than the control group, after self-regulation training. Based on the results, it can be concluded that self-regulation training increases students’ academic achievements. Manuscript profile -
Open Access Article
36 - بررسی سودمندی دستورالعمل استراتژی فراشناختی برای بهبود استقلال زبان آموزان
Fatemeh Jafari Nasser Ghafoori Shima Ahmadiazadپژوهش حاضر تلاشی برای تعیین تأثیر آموزش راهبرد فراشناختی پیشگیرانه و عطف به گذشته بر استقلال فراگیران ایرانی ESP انجام داده است. علاوه بر این، تلاش شد تا میزان تأثیر متقابل بین این آموزش و شرایط آموزش پیشگیرانه/عقبگرد بر استقلال این فراگیران در دورههایشان را بررسی کند Moreپژوهش حاضر تلاشی برای تعیین تأثیر آموزش راهبرد فراشناختی پیشگیرانه و عطف به گذشته بر استقلال فراگیران ایرانی ESP انجام داده است. علاوه بر این، تلاش شد تا میزان تأثیر متقابل بین این آموزش و شرایط آموزش پیشگیرانه/عقبگرد بر استقلال این فراگیران در دورههایشان را بررسی کند. بدین منظور، پژوهشگران ابتدا 168 نفر از فراگیران ESP سطح متوسط را از بین فراگیران ESP دانشگاه آزاد اسلامی (واحد تبریز) به عنوان شرکت کننده انتخاب کردند. ثانیاً شرکت کنندگان را به صورت غیرتصادفی در چهار گروه شامل گروه آزمایشی پیشگیرانه، گروه آزمایشی عطف به گذشته، گروه کنترل پیشگیرانه و گروه کنترل عطف به گذشته قرار دادند. سوم، محققان پیش آزمون خودمختاری را برای همه گروه ها اجرا کردند. چهارم، آنها از سیستم مدیریت یادگیری Adobe Connect برای ارائه گروه آزمایشی پیشگیرانه و گروه آزمایشی عطف به گذشته درمان های مربوطه خود را در ده جلسه استفاده کردند. با این وجود، آنها از تکنیک های آموزش زبان سنتی برای ارائه آموزش به گروه های کنترل استفاده کردند. پنجم، محققان پس آزمون خودمختاری مطالعه را برای شرکت کنندگان پس از پایان جلسات درمانی اجرا کردند. در نهایت از SPSS 24 برای تجزیه و تحلیل داده ها استفاده کردند. نتایج نشان داد که آموزش راهبرد فراشناختی استقلال شرکت کنندگان را بهبود می بخشد. علاوه بر این، شرایط دستورالعمل عطف به ماسبق موثرتر از شرایط پیشگیرانه بود. علاوه بر این، تعامل بین آموزش راهبرد فراشناختی و شرایط عطف به ماسبق تأثیر مثبت معناداری بر رشد خودمختاری فراگیران داشت. نتایج ممکن است به مربیان معلم ESP، طراحان برنامه درسی و مربیان اصول راهنما را در مورد آموزش راهبرد فراشناختی ارائه دهد. Manuscript profile -
Open Access Article
37 - رابطه بین استفاده از استراتژی یادگیری واژگان و سبک های یادگیری با استفاده از مدل سازی معادلات ساختاری در سن و جنس
Behzad Hayatbakhsh Abbasi Mehry Haddad Narafshan Peyman Seifaddinyاین مطالعه به بررسی استفاده زبان آموزان ایرانی انگلیسی انگلیسی به عنوان یک زبان خارجی (EFL) از راهبردهای یادگیری واژگان (VLS) و ارتباط متقابل آن با وسعت دانش واژگان (VK)، عمق دانش واژگان و سبک های یادگیری به ویژه در رابطه با جنسیت پرداخته است. و سن مدل های معادلات ساختا Moreاین مطالعه به بررسی استفاده زبان آموزان ایرانی انگلیسی انگلیسی به عنوان یک زبان خارجی (EFL) از راهبردهای یادگیری واژگان (VLS) و ارتباط متقابل آن با وسعت دانش واژگان (VK)، عمق دانش واژگان و سبک های یادگیری به ویژه در رابطه با جنسیت پرداخته است. و سن مدل های معادلات ساختاری (SEM) ایجاد شد. فراوانی استفاده از راهبرد واژگان دویست دانشآموز، نمرات آزمون اندازه واژگان (نشان دهنده وسعت VK)، آزمون همکاران کلمه (نشان دهنده عمق VK) و نتایج پرسشنامه سبکهای یادگیری به عنوان داده استفاده شد. اولویت راهبردهای مورد استفاده به ترتیب از پرکاربردترین تا کم استفاده ترین است: حافظه، شناختی، تعیین، اجتماعی و فراشناختی. همچنین پرسشنامه سبک یادگیری شرکت کنندگان را در چهار گروه کنشگران، بازتابگران، نظریه پردازان و عمل گرایان دسته بندی کرد. بین تعیین VLS و عمق VK رابطه معنی داری وجود داشت. سبک های یادگیری نظریه پرداز، بازتاب دهنده و کنشگر زمینه را برای افزایش و بهبود وسعت VK فراهم کرد. همچنین بین سبکهای یادگیری نظریهپرداز، بازتابدهنده و فعال با عمق VK رابطه معنادار و افزایشی (مستقیم) وجود داشت. در سه گروه سبکهای یادگیری نظریهپرداز، بازتابدهنده و فعال، VLS اجتماعی مبنایی برای افزایش و بهبود وسعت VK فراهم کرد. همچنین در سه گروه سبکهای یادگیری عملگرا، نظریهپرداز و بازتابدهنده، بین VLS حافظه و وسعت VK رابطه معنادار و مستقیم وجود دارد. در گروه مردان، بین تعیین VLS و وسعت VK اثر معنیدار و مستقیم وجود داشت. همچنین در گروه دختران بین VLS اجتماعی و عمق VK رابطه معنادار و مستقیم وجود داشت. با توجه به سن شرکت کنندگان، در گروه سنی 20 تا 24 سال، بین VLS فراشناختی و وسعت VK رابطه معنادار و مستقیم وجود داشت. اما در گروه سنی 30-25 سال، بین VLS شناختی و وسعت VK رابطه معنادار و مستقیم وجود داشت. با توجه به تأثیرات میانجی مهم جنسیت و سن، پیشنهاد میشود که یادگیری واژگان از نظر استراتژیک و سبک در فرآیند انباشته یادگیری انگلیسی ادغام شود. Manuscript profile -
Open Access Article
38 - On the Interplay of Self-Esteem, Proficiency Level, and Language Learning Strategies Among Iranian L2 Learners
Mahmood Hashemian -
Open Access Article
39 - Self-regulated Learning Strategies, Achievement Goals and Listening Achievement of Iranian EFL Learners
Alieh Nasrollahi-Mouziraji Parviz Birjandi (Corresponding author) -
Open Access Article
40 - A Cross-sectional Study of Oral Communication Strategies by Successful EFL Learners
Hussien Almaktary -
Open Access Article
41 - Native Language Interference in Writing: A case study of Thai EFL learners
Pimpisa Rattanadilok Na Phuket Siti Jamilah Bidin -
Open Access Article
42 - Effect of Cognate-Based Instruction Strategy on Vocabulary Learning Among Iranian EFL Learners
Mahdi Amini Hadi Salehi -
Open Access Article
43 - Averting EFL Learners’ Reading Anxiety by Implementing Reading Strategies and Vocabulary Learning Strategies
Nasrin Heidari Mania Nosratinia -
Open Access Article
44 - Relationship between Creativity and Grammar Learning Strategy Use: A Case of Iranian Advanced EFL Learners
Sogand Baghaei Samira Baghaei -
Open Access Article
45 - Investigating the Most Influential Learning Style Contributing to Test Performance and Strategy Use of Iranian EFL Learners in Reading Skill
Mohammad Sadegh Bagheri Mansoureh Sajjadi Firooz Sadighi -
Open Access Article
46 - The Relationship between Iranian Upper-Intermediate EFL Learners’ Contrastive Lexical Competence and Their Use of Vocabulary Learning Strategies
Ehsan NamazianDost Mina Fatahi Sajad Shafiee -
Open Access Article
47 - Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices
Neda Abdipoor Hamid Gholami -
Open Access Article
48 - The Effectiveness of Teaching Learning Strategies on the Quality of Life of Adult students in the Literacy Movement Organization
Khadijeh Rasooli Ghodsi Ahghar -
Open Access Article
49 - The Perception of General English Books among the Iranian University EFL Instructors
Siavash Rokhsari -
Open Access Article
50 - Exploration of EAP Learners’ Views Toward Using Vocabulary Learning Strategies (VLSs)
Farzaneh Akbari Farahnaz Rimani Nikou Shima Ahmadi-Azad -
Open Access Article
51 - Language Learning Strategies from the Bottom-Up: Successful EFL Learners’ Experience of Preparing for the University Admission English Test
Mehran Montazeri Seyyed Ali Ostovar-Namaghi -
Open Access Article
52 - The Effect of Mobile Learning Based on Gagne's Instructional Design on University Students' Self-Regulated Learning Strategies
Afsaneh Hamzehie Mohsen Bagheri Saeed MoosavipourThis research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as MoreThis research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as the method of research. The statistical population included all the students of Educational Sciences with Educational Technologies subfield at the University of Arak who were 45 people. Sample consisted of students who take the course of Introduction to Computer Skills. Convenience sampling was used in the study. The sample size was 34 students. Using a researcher made questionnaire, the degree of students' expertise and familiarity with computer-based technology was measured. After determining the level of each person and presenting the required training, all individuals matched and met the baseline, then randomly assigned to two groups of 17 people. In order to collect data, Pintrich and DeGroot self-regulated learning strategies questionnaire was employed which contains subscales of cognitive strategies (rehearsal, elaboration, organizing and understanding) and metacognitive strategies (planning, monitoring and regulating). In order to inferential analysis the data, covariance analysis was used. The results showed that mobile learning based on Gagne's Instructional Design Model generally increases the self-regulated learning strategies of students, but there were no significant differences between the groups in sub-components of the understanding, planning and regulating. Manuscript profile -
Open Access Article
53 - The Relationship between Self-Regulated Learning Strategies, Critical Thinking Tendency and Students Readiness to Participate in E-Learning Courses
Ezatallah Ghadampour Peyman Kamkar Hoshang Garavand Sajad JamshidikiaOne of the factors that can cause success or failure in using e-learning is students' readiness to participate in e-learning courses. Among the factors that could be effective in readiness of students to participate such e-learning courses are self-regulated learning st MoreOne of the factors that can cause success or failure in using e-learning is students' readiness to participate in e-learning courses. Among the factors that could be effective in readiness of students to participate such e-learning courses are self-regulated learning strategies and tendency to critical thinking. Thus, the aim of the study was to investigate the role of self-regulated learning strategies and tendency to critical thinking in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The statistical population included all students of Kharazmi University in 2013. Using random sampling method, 250 individuals were selected as sample. To collect the data, the Ricketts' tendency to critical thinking and self-regulated learning strategies questionnaires, as well as students' readiness to participate in e-learning scale were used. Descriptive (mean, standard deviation) and inferential (correlation, regression and independent t tests) statistics were used for data analysis. The results showed that the correlation of self-regulated learning strategies with students' readiness to participate in e-learning was 0.23 (R2= 0.05) and of critical thinking with students' readiness to participate in e-learning courses is 0.24 (R2= 0.07). So students' readiness to participate in e-learning courses can be predicted through self-regulated learning strategies and tendency to critical thinking. Results of t test showed that there was no significant difference between male and female, as well as graduate and undergraduate students in terms of readiness to participate in e-learning courses. Manuscript profile -
Open Access Article
54 - Critical Thinking Ability and Vocabulary Learning Strategy Use: The Case of EFL Learners in an ESL Context
Noushin Boroushaki Ng Lee-Luan -
Open Access Article
55 - The Effect of Instructing Speaking Strategies Used by Successful EFL Learners on Unsuccessful Learners’ Speaking Improvement in Iran
Massood Yazdani Moghadam Rahele Najaf Elahi -
Open Access Article
56 - تاثیر آزمون بسندگی زبان انگلیسی دانشگاه آزاد بر راهبردهای یادگیری زبان در بین دانشجویان ایرانی مقطع دکتری
Golnaz Jamalifar Hadi Salehi Omid Tabatabaei Manoochehr Jafarigoharبازشویی به معنی تاثیر آزمون بر طراحی مطالب درسی، روش های تدریس و رفتارهای یادگیری می باشد. آزمون بسندگی زبان انگلیسی آزمونی سرنوشت ساز در ایران است که ادامه تحصیل دانشجویان دکتری، منوط به عملکرد آنها در این آزمون می باشد و می تواند درجاتی از بازشویی را در سطح خرد و کلان Moreبازشویی به معنی تاثیر آزمون بر طراحی مطالب درسی، روش های تدریس و رفتارهای یادگیری می باشد. آزمون بسندگی زبان انگلیسی آزمونی سرنوشت ساز در ایران است که ادامه تحصیل دانشجویان دکتری، منوط به عملکرد آنها در این آزمون می باشد و می تواند درجاتی از بازشویی را در سطح خرد و کلان ایجاد کند. هدف این مطالعه بررسی تاثیر بازشویی آزمون بسندگی زبان انگلیسی بر راهبردهای یادگیری زبان در بین دانشجویان ایرانی مقطع دکتری می باشد. به منظور نیل به این هدف، رویکرد ترکیبی برای جمع آوری، تحلیل و ادغام داده های کمی و کیفی مورد استفاده قرار گرفت تا به درک بهتری از موضوع پژوهش برسیم و پایایی و روایی داده ها را افزایش دهیم. بنابراین با استفاده از طرح متوالی اکتشافی، دو مرحله از جمع آوری داده با فاصله زمانی دو هفته ای انجام شد. در مرحله اول، پرسشنامه استاندارد سیل در بین 200 دانشجوی ایرانی مقطع دکتری در دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان) توزیع شد. در مرحله دوم، 20 نفر از دانشجویانی که پرسشنامه را تکمیل کرده بودند دعوت به مصاحبه شدند. همچنین از آنها خواسته شد دفترچه یادگیری زبان خود را نیز تکمیل کنند. در نهایت، داده های کمی و کیفی به صورت توصیفی و تحلیل موضوعی مورد تحلیل قرار گرفتند. نتایج پژوهش تاثیرات مثبت و منفی بازشویی آزمون بسندگی زبان انگلیسی را بر راهبردهای یادگیری دانشجویان نشان داد. یافته های این پژوهش کاربرد های عملی فراوانی برای مدرسان زبان انگلیسی و طراحان مطالب آموزشی دارد. Manuscript profile -
Open Access Article
57 - The effectivness of learning strategise and attribution retraining instruction methods on mathematical problem solving in intellectually disabled students
Mohammad Ashouri Masoumeh Pourmohamad R. Tajrish Seyyede Somayeh J. Abkenar Jamal AshouriThe purpose of this study was to compare the effectiveness of learning strategies and attribution retraining instructions methods on the mathematical problem-solving in male students with intellectual disability. Forty five students in grade eight were selected from int MoreThe purpose of this study was to compare the effectiveness of learning strategies and attribution retraining instructions methods on the mathematical problem-solving in male students with intellectual disability. Forty five students in grade eight were selected from intellectually disabled schools of Tehran Province using cluster random sampling method. The Participants were assigned equally to three groups (two experimental groups and one control group). The research design was pretest-posttest control group. One of the experimental groups received eight sessions (45 minutes a session) of learning strategies (Bashavard, 2000) and the other attribution retraining (Golparvar, 2009). To assess the mathematical problem-solving performances and the intelligence quotients, a teacher-made Mathematical Problem-Solving Test and the Wechsler Intelligence Scale Wechsler, 1986) were used, respectively. Data were analyzed by analysis of covariance and Tukey test. Results indicated that there were significant differences between the mean of mathematical performance of two experimental groups, and between attribution retraining and control groups. It can be concluded that learning strategies method improved students’ performance in mathematical problemsolving more in comparison to attribution retraining method. Manuscript profile -
Open Access Article
58 - A Meta-Analysis of the Relationship Between Self-Regulation Learning Strategies and Academic Procrastination
Javad Mesrabadi Ebrahim Gazidarihe aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantit Morehe aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantitative findings of 21 selected studies, 48 effect size were obtained according to the inclusion and exclusion criteria. The findings indicated that the mean of the total effect of the studies were -0.78 for the fixed effects model and -0.85for the random effects, both significant at 0.001. As the effect sizes were heterogeneous, gender and research method and education were examined as the mediating variables. The results of two independent t test indicated that the effect size of gender difference was not significant, but the effect size for experimental research was significantly higher than the effect size for correlational research. Also, the effect size for meta-cognitive strategies was more than the effect size for cognitive strategies and resource management. The findings suggest that self-regulated learning strategies significantly reduce students’ procrastination Manuscript profile -
Open Access Article
59 - The relationship of thinking styles and learnhng strategies with achievement motivation
Masoume Farhoush Mehrnaz Ahmadithe present study was aimed to determine the relationships of thinking styles and learning strategies with academic achievement. The sample consisted of 267 girls studying in mathematics and physics discipline in fourth educational district of Tehran. The sample was sel Morethe present study was aimed to determine the relationships of thinking styles and learning strategies with academic achievement. The sample consisted of 267 girls studying in mathematics and physics discipline in fourth educational district of Tehran. The sample was selected randomly by multistage cluster sampling. The participants completed the Thinking Style Inventory (TSI; Sternberg & Wagner, 1992), the Learning Strategies Questionnaire (LSQ; Weinstein & Mayer, 1998), and the Achievement Motivation Test (ACMT; Bhargava, 1994). The data were analyzed using correlation test and stepwise multiple regression. The results indicated that 1) thinking styles and learning strategies correlated positively with achievement motivation, 2) time management was the strongest predictors of academic achievement, 3) legislative and judicial thinking styles explained achievement motivation, and 4 anxiety as a component of learning strategies was related to decreased achievement motivation. The necessity of identifying students’ thinking styles and learning strategies was examined. Manuscript profile -
Open Access Article
60 - Explaining the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students
Hojjat Mahdavirad Valiollah Farzad Shirin KooshkiThe aim of the current research is to explain the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students in Tehran. The statistical population was all mathemati MoreThe aim of the current research is to explain the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students in Tehran. The statistical population was all mathematics-physics students, from which 470 people were selected by multi-stage cluster random sampling method. The research tools were: Migheli et al.'s progress goal questionnaire (1998), Morris' academic self-efficacy questionnaire (2001) and Pintrich et al.'s (1991) standard scale of motivational strategies for learning. The research data were analyzed using the structural equation modeling method. The results showed that all the models of the research variables had a good fit. In the hypothesized model, progress goals with academic performance with the mediation of cognitive learning strategies had a full effect (0.025), direct effect (0.155) and indirect effect (-0.140) was insignificant. The effect of academic self-efficacy with academic performance with the mediation of cognitive learning strategies has a full effect (0.382) and a direct effect (0.351) was significant, but the indirect effect (0.018) is insignificant. The effect of academic self-efficacy was significant with academic performance at the level of 5%. The results showed that the variable of academic self-efficacy has a significant effect on academic performance and can explain 38% of the variance of academic performance. Teachers, counselors and parents can use the variable of academic self-efficacy to strengthen the academic performance of students. Manuscript profile -
Open Access Article
61 - Comparing Procrastination, Learning Strategies and Academic Emotions between Normal and Learning Disabled Students
Maryam asgari Maryam Ahmadi FaqihThe aim of this research was to compare procrastination, learning strategies, and academic emotions between normal and learning-disabled students. The statistical population included normal and learning-disabled students of Qom city in the academic year 2019-1400, who h MoreThe aim of this research was to compare procrastination, learning strategies, and academic emotions between normal and learning-disabled students. The statistical population included normal and learning-disabled students of Qom city in the academic year 2019-1400, who had incorrect writing problems (learning disabilities in spelling). The statistical sample included 60 people (30 normal students and 30 students with learning disabilities). The method of the research was a causal-comparative approach. The tools used were the Takman's academic procrastination questionnaire (1991), Bofard's self-regulation questionnaire (1995), and the Pekruns' academic emotions questionnaire (2005). Data analysis was conducted using multivariate variance analysis test, and two independent samples t-test, using SPSS version 25 software. The results showed that the average academic procrastination of students with learning disabilities was higher than that of normal students. The mean of cognitive strategies, metacognitive strategies, pleasure, and pride of students with learning disabilities was lower than that of normal students. The average anxiety, shame, anger, frustration, and fatigue of students with learning disabilities was higher than that of normal students. Manuscript profile -
Open Access Article
62 - The Relationship between Modern Teaching Methods and Self-Regulated Learning Strategies with the Mediating Role of Students’ Perceptions of Classroom Activities
Maryam Jafari Abolghasem BarimaniThe purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the meth MoreThe purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit. Manuscript profile -
Open Access Article
63 - The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components
Fatemeh alsadat Razeghi Hassan Mirzahosseini Majid Majid Zargham HajebiAcademic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate th MoreAcademic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate the effectiveness of ‘self-regulation learning strategies training’ on reducing academic procrastination and its components in graduate students. The researcher's hypothesis was a positive predictor of this effectiveness. In terms of method, the research was a quasi-experimental with a pretest-posttest design with a control group. The population consisted of all postgraduate students in the University of Science and Research in the second semester in 2018-2019. Based on cluster sampling, 30 subjects were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of self-regulated learning strategies (8 sessions of 120 minutes). Solomon and Rothblum academic procrastination scale (1984) and Pentrich self-regulation learning strategies (2003) were used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of self-regulation learning strategies training on academic procrastination and its components in graduate students and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that self-regulation learning strategy training has a significant effectiveness on decreasing the academic procrastination of graduate students, they can overcome exam and homework procrastination. They can also allocate important time and resources to accomplish a scientific project and reduce their procrastination. Manuscript profile -
Open Access Article
64 - relationship between the use of motivational learning techniques and critical thinking among English language learners in the field of health and food technology
Fariba Rahimi maryan Aghayali اسماعیل حسینیThis research aimed to unravel the type of language learning strategies used by Iranian ESP students, to uncover the relationship between the use of language learning strategies and ESP learners’reflective thinking and motivational level. For this purpose, 60 participan MoreThis research aimed to unravel the type of language learning strategies used by Iranian ESP students, to uncover the relationship between the use of language learning strategies and ESP learners’reflective thinking and motivational level. For this purpose, 60 participants were selected randomly from among electrical engineering B.S. ESP students studying at Islamic Azad University, Isfahan Branch, and were made homogeneous in terms of their English proficiency through Oxford Quick Placement Test (OQPT). Then, a 50-item Strategy Inventory for Language Learning was administered to the participants to discover the types of learning strategies utilized by them during their ESP course. Then, the participants’ reflective thinking ability and motivation were determined through relevant questionnaires. The obtained results indicated the majority of the ESP students preferred to use cognitive strategy. Moreover, the results pointed to a significant relationship between the use of language learning strategies and the reflective thinking potential of Iranian ESP students and lack of relationship between the use of language learning strategies and motivation of ESP students. The results also provide theoretical and pedagogical implications of the findings for ESP courses. Manuscript profile -
Open Access Article
65 - The Relation between Self-Regulation Learning Strategies and Achievement Motivation with Academic Performance among High School Students in Sari
Bahram Mirzaian Ramezan Hassanzadeh Kheironesa Shirdel Abstract The aim of the current research is to investigate the relationship between self-regulation learning and achievement motivation with academic performance among high school students in Sari. The method of study is correlational in nature. The population co More Abstract The aim of the current research is to investigate the relationship between self-regulation learning and achievement motivation with academic performance among high school students in Sari. The method of study is correlational in nature. The population consisted of 4895 students during the second educational year of 2009-2010 in Sari high schools. The sample consisted of 324 students (151 boy students and 171 girl students) who were selected using stratified random sampling method from among high school students. The research instrument was a 31-item questionnaire by Zimmerman and Pons (1986) for self-regulated learning strategies (MLSQ) with a reliability of (a=%89) and a 29-item questionnaire for achievement motivation (MAI) with a reliability of (a=%73). The data were analyzed using testing statistical significance, coefficient of determination, and for comparing independent group t-test and Multivariate Analysis of Variance (MANOVA) and regression were used. The findings showed that there is a significant difference between self-regulation learning strategies and achievement motivation. Results showed that there is a significant difference between self-regulation learning strategies among boys and girls. Also, there is a significant difference between self-regulation learning strategies and students' achievement motivation. Besides, there is a significant difference between self-regulation learning strategies and academic performance of the students. However, there is not any significant difference between gender and achievement motivation. Manuscript profile -
Open Access Article
66 - The Role of Perceived Classroom Goals Structure, Motivational Strategies, and Cognitive Learning Strategies in Predicting Academic Achievement of English
Jamal Ashoori ZAHRA Arabameri Mohhamad Ashoori Hasan Rostaman Seyede Somaye Jalilabkenar Abstract This research aimed to examine the role of the perceived classroom goals structure, motivational strategies (achievement goals and self-efficacy) and cognitive learning strategies (rehearsal, elaboration, and organization) in the academic achievement Eng More Abstract This research aimed to examine the role of the perceived classroom goals structure, motivational strategies (achievement goals and self-efficacy) and cognitive learning strategies (rehearsal, elaboration, and organization) in the academic achievement English language. The population of this research was all students at third grade of state-run high schools of Varamin. For this research, 200 students (112 girls and 88 boys) were selected using stratifies randomly sampling. All of them completed the perceived classroom goals structure questionnaire (Midgley et al., 1998), motivational strategies for learning questionnaires (Pintrich et al., 1991) and the achievement goals questionnaires (Elliot & McGregor, 2001). The findings showed a positive and significant relationship between mastery approach goal, self-efficacy and rehearsal with academic achievement and a negative and significant relationship between performance avoidance goal with academic achievement. Self-efficacy, performance avoidance goal, and mastery approach goal in one predicted model predicted 42 percent of variance of language achievement and also the share of self-efficacy in the prediction of academic achievement was more than other variables. Some findings of the present research were consistent with previous research results. The theoretical implications of findings were discussed. Manuscript profile -
Open Access Article
67 - The Relationship between Learning Strategies and Problem-Solving Styles with Educational Achievement1
Heydarali Zarei Ahmad MarndiAbstract: The present research was done with the purpose of surveying the relationship between learning strategies and problem–solving styles with educational achievement. 293 subjects were chosen from those studying the courses in humanities and engineering throu MoreAbstract: The present research was done with the purpose of surveying the relationship between learning strategies and problem–solving styles with educational achievement. 293 subjects were chosen from those studying the courses in humanities and engineering through stratified random sampling. Learning Strategies questionnaire by Pentrich & et al (M.S.Q.L) and Cassidy & Long's problem-solving styles questionnaire were administered. Data were analyzed using Pearson's coefficient of correlation, independent t test and multiple regressions. The result showed that there is a relation between learning strategies and educational achievement. Also, out of problem-solving styles, only creative style shows meaningful relation with educational achievement. Moreover, there is a positive relation between the various learning strategies and creative problem-solving, confidence, and attitude and a meaningful negative relation with helplessness. Control and avoidance styles didn’t also show any relation with learning strategies. Furthermore, no meaningful difference was observed between gender and learning strategies except in metacognitive self-regulation strategy. Also, the students in the humanities use learning strategies more than students in engineering. However, there wasn’t any difference between them in using problem-solving styles. The results of regression analysis showed that elaboration strategy and creative problem-solving style can predict the educational achievement. On the whole, learning strategies and problem-solving styles explain 5.8 % of educational achievement variance. Manuscript profile -
Open Access Article
68 - Presenting a model of self-regulated learning strategies and its effect on problem-solving methods of high school students in Tehran
zahra tafaroji gilavandani Amineh Ahmadi ghidsi ahgharObjective: The aim of this study was to identify self-regulated learning strategies and its effect on problem solving methods in education in Tehran. Method: The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in add MoreObjective: The aim of this study was to identify self-regulated learning strategies and its effect on problem solving methods in education in Tehran. Method: The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and components. The statistical population in this study was all experts in the field of curriculum planning and educational management, which was conducted after 16 theoretical saturation interviews. Results: Finally, for self-regulated learning strategies, 3 dimensions, 9 components and 22 indicators were identified through content analysis. For the second variable, ie problem-solving methods, according to the Cassidy and Long (1996) standard questionnaire, there were 3 components and 24 indicators. The validity of the qualitative part, according to the experts, was confirmed and the reliability of this part was obtained by using the Copa formula of 63%, which is acceptable and shows the high reliability of the resulting codes. It was measured that all components were above 0.7. Finally, the structural equation method of smartpls3 software was used to draw the pattern. Results: The results showed that the dimensions of resource management strategies (0.932), cognitive strategies (0886) and metacognitive strategies (0.843) are the most important in the variable of self-regulatory learning strategies, respectively, and also self-regulatory strategies with a coefficient of 0.703 show the effect of 70 it has a percentage on problem solving methods. Manuscript profile -
Open Access Article
69 - The Mediating Role of Creativity in Impact of Learning Strategies on Innovation of high schools in Mazandaran Province
Mohammad Yousefi Ali Asghar Shojaei Seyedeh zahra Hosseini Daroun KalaeiThe aim of this study was to evaluate the mediating role of creativity in the impact of learning strategies on the innovation of secondary schools in Mazandaran province. The research is applied in terms of purpose and descriptive-survey in terms of research method. The MoreThe aim of this study was to evaluate the mediating role of creativity in the impact of learning strategies on the innovation of secondary schools in Mazandaran province. The research is applied in terms of purpose and descriptive-survey in terms of research method. The statistical population includes teachers of girls 'and boys' secondary schools (tenth, eleventh and twelfth grades) in Mazandaran province in the summer of 1399 with a number of 6420 people (3870 females and 2550 males) and sampling method; It was determined as a multi-stage relative class based on Cochran's formula and 364. The data collection tool was a 66-item researcher-made questionnaire that confirmed the validity of the questionnaire in two ways, face validity and content. 0 to 1.00 was determined and the reliability was estimated and confirmed by Cronbach's alpha coefficient for learning, creativity and innovation strategies, 0.84, 0.83 and 0.86, respectively. Data were analyzed using SPSS software version 26 and AMOS version 26. Descriptive statistics and inferential statistics (exploratory and confirmatory factor analysis) were used to analyze the data. Findings showed that learning strategies had a significant positive effect on creativity and innovation and creativity on innovation and creativity played a mediating role in the impact of learning strategies on innovation. In the special model; Structural relationships between the dimensions of learning strategies on the dimensions of creativity and the dimensions of creativity on the dimensions of innovation, in most cases (14 relationships) were approved. Manuscript profile
Sanad
Sanad is a platform for managing Azad University publications
Links
Related Centers
Technical Support
Official pages
The rights to this website are owned by the Raimag Press Management System.
Copyright © 2021-2024