This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (n More
This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (non-experimental) and studydesign was correlational plans type of the structural equations. Statistical population of the study formed all of first middle school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as the study sample .The instruments were: Academic Self-Efficacy Scale (Patrick, Hicks & Ryan, 1997), Epistemological Beliefs Scale (Schommer, 1991), Academic Anxiety Scale (Alpert & Haber, 1960), Study Skills Scale (Congos, 2009) and to measure academic performance of students the grade point average in the first academic semester 2015-2016 was used. Structural equation modeling was used to assess the structural effects of academic self-efficacy, epistemological beliefs, academic anxiety and study skills onacademic performance. The results of structural equation modeling revealed that study skills and academic self-efficacy directly affect the academic performance of students (p<0/01). Also the results revealed that academic self-efficacy and epistemological beliefs indirectly and through study skills affect the academic performance of students (p<0/01).
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The purpose of this study was to investigate the role of cognitive avoidance and fear of failure by mediating difficulty in regulating emotion in predicting academic procrastination. The method of this research is correlation. The statistical population of this study wa More
The purpose of this study was to investigate the role of cognitive avoidance and fear of failure by mediating difficulty in regulating emotion in predicting academic procrastination. The method of this research is correlation. The statistical population of this study was secondary school students of Bastak. 234 students (122 males and 112 females) were selected using random multistage cluster sampling method. data were collected using Sexton & Dugas’ Cognitive Avoidance Questionnaire (2008), Conroy, Willow & Metzler’s fear of failure Scale (2002), Gratz & Roemer’s Difficulties in Emotion Regulation Scale (2004) and Solomon & Rothblum’s Academic Procrastination Scale (1984). The data were analyzed using methods of multiple regression analysis and path analysis by SPSS 20 and Amos 20 software. Data analysis showed that difficulties in emotion regulation subscale including non acceptance of Emotional response, difficulties engaging in goal directed behavior and limited access of emotion regulation strategies mediated to some extent between cognitive avoidance and fear of failure with academic procrastination. Therefore, teachers, trainers and consultants to reduce academic procrastination should challenge with negative and maladaptive cognitive and emotional beliefs(Cognitive Avoidance & fear of failure) and, on the other, to replace more appropriate strategies for management and regulation of emotions.
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The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, i More
The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.
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The development of classification operations among middle school students was examined. A random o-economic regions of Tehran were selected by multistage sampling and two piagetian classification operation tests were administ More
The development of classification operations among middle school students was examined. A random o-economic regions of Tehran were selected by multistage sampling and two piagetian classification operation tests were administered to them. Findings showed achievement rate of the final stage of classification operation and the cumulative frequency in the transitional stage; !re were no significant gender differences in these aspects of the tests. " # the $%& "& 'were lower than those of students of other $"& ' ( A comparison between Iranian students and their international counterparts revealed a three-year delay among Iranian students. This delay can be explained by the inadequacies and shortcomings of Iran’s formal education and school system in encouraging spontaneity among children. Keywords : classifica.
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