List of Articles outcome expectation

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  1 - Structural Model of the Relationship between achievement goals, and Burnout in Academic and Academic performance: Investigating the Mediating Role of Self-regulating Learning
  marzieh jamali Alireza . Kiamanesh Fariborz Bagheri
  The aim of present study is to investigate the the impact between achievement goals, and  Burnout in Academic on Academic performance through the mediation of self-regulating learning of two faculties- Engineering and Basic sciences- of Kashan University. The sampl More

  The aim of present study is to investigate the the impact between achievement goals, and  Burnout in Academic on Academic performance through the mediation of self-regulating learning of two faculties- Engineering and Basic sciences- of Kashan University. The sample included 347 persons out of the whole 2066 students of the two faculties (hijri). The sample was selected by a stratified sampling method. In order to assess variables, Migly, Kaplan and Midelton’s achievement goals Scale (1998), Pintrich and Digrot’s Motivational Strategies To Learning Questionnaire (1990), Berso Et Al’s Academic Burnout Scale (1997) were used. Structural equations model have been used for data analyzing. The results showed that association of academic burnout with achievement goals is affected by mediating variables such as self-regulating learning . Negative effect of academic burnout on achievement goals increases by negative effect on self-regulating. Also, achievement goals increase positive effect on academic progress by effecting on self-regulating.  Manuscript profile
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  2 - Achievement Goals and Burnout in Academic Performance: The Meditation Role of Outcome Expectation and Self-Regulating Learning
  Marzieh Jamali Ali Reza Kiamanesh
        T     he aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred a More

        T     he aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred and forty seven students were selected from Kashan University using stratified sampling method.The participants completed the Progress Goals Scale (PGS; Migly, Kaplan & Midelton, 1998), the Motivational Strategies for Learning Questionnaire (MSLQ; Pintrich & De Digrot, 1990), the Academic Burnout Scale (Berso, Salanova & Schoufeli, 2007), and the Student Outcome  Expectation Scale (SOEQ; Landy, 2003). The data were analyzed using structural equation modeling. The results indicatedoutcome expectation and self-regulated learning mediated the relations of achievement goals and academic burnout to academic performance. Academic burnout indirectly and negatively related to academic achievement through self-regulated learning and outcome expectation. Achievement goals indirectly and positively related to academic achievement through self-regulated learning and outcome expectation. Manuscript profile
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  3 - Validating Mathematics Teaching Efficacy Beliefs Instrument among Pre-Service Teachers in Primary Schools
  Saied Farmani Ahmad Khamesan
    Abstract: The purpose of this study was validating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) in pre-service teachers in primary schools. The population of this research included all college students in the field of primary education in South Kh More

    Abstract: The purpose of this study was validating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) in pre-service teachers in primary schools. The population of this research included all college students in the field of primary education in South Khorasan province (N=186). To study reliability and validity of the questionnaire, 140 pre-service teachers were chosen by cluster sampling method from Teaching Training Center of Birjand. Then, Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) was administered. The instrument validity was measured using factor analysis methods and Cronbach's alpha was used to evaluate the reliability. The results of factor analysis showed that this questionnaire include two fundamental underlying factors  since all the items were loaded under two factors which are self-efficacy and expected results of teaching. The results also showed that the reliability of MTEBI was in acceptable level with the overall reliability index of 0.73 and the reliability index of self-efficacy subscales as 0.80, and the reliability index of the expected results of teaching mathematics as 0.66. Manuscript profile