School Psychology
Mansour Balali; Jamal sadeghi; Alireza Homayouni
Abstract
This study aimed to investigate the intermediating role of self-regulation in the relationship between mathematical educational beliefs and students' math anxiety. The descriptive method was correlation sort which is based on structural equations. The statistical subjects of this study were selected ...
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This study aimed to investigate the intermediating role of self-regulation in the relationship between mathematical educational beliefs and students' math anxiety. The descriptive method was correlation sort which is based on structural equations. The statistical subjects of this study were selected from 2710 male students in the ninth grade of secondary school in public schools in the 4th district of Tehran in the educational years 2020-2021. In this study, 300 students were chosen by a two-step cluster method as the sample size, to collect data, Plake and Parker’s Math Anxiety Questionnaire (1982), Ledder & Forgasz’s Math Educational Beliefs Questionnaire (2002), and Sawari & Arabzadeh’s Self-Regulation Questionnaire (2013) were applied. Structural equation modeling(SEM) with SPSS 18 and AMOS23 were used to analyze the data. The findings showed that math educational beliefs and self-regulation have a direct effect on students' math anxiety (p<0.01)., and mathematical educational beliefs have an indirect effect on math anxiety with mediating of self-regulation (p<0.01), and the research model was approved. This study shows the importance of educational cognitive elements in math anxiety and it is suggested that the educational systems set plans to improve students' positive educational and cognitive beliefs and as a results decrease anxiety in educational settings especially math anxiety.
Zahra Shabani; jamal sadeghi; Alireza Homayouni; Hassan Ghasemnezhad
Abstract
Emotional self-regulation plays a very critical role in promoting intelligence beliefs and improving students' academic performance. Through emotional self-regulation, students can believe in the effectiveness of their intelligence and achieve higher performance in their educational and learning processes. ...
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Emotional self-regulation plays a very critical role in promoting intelligence beliefs and improving students' academic performance. Through emotional self-regulation, students can believe in the effectiveness of their intelligence and achieve higher performance in their educational and learning processes. The aim of the present study was to investigate the relationship between IQ beliefs and chemistry performance with emotional self-regulation mediation in students. This study was applied in terms of purpose, and considering data collection procedure, it was descriptive-correlational. The statistical population included all 275 female students of 11 public senior high schools in Mahmudabad, the 11th grade, in the academic year 2020-2021. Based on the census method, the whole population of the research community was used as a sample. The instruments used for data collection included the Intelligence Beliefs Questionnaire (Babaei, 1998) and the Emotion Self-Regulatory Questionnaire (Gross & John, 2003). Also, the final score of the chemistry course was used as the chemistry performance of the participants. To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The findings showed that there was a statistical significant relationship between intelligence beliefs, emotion self-regulation and students' chemistry performance. In addition, intelligence beliefs and emotion self-regulation have a direct effect on students' performance in chemistry. Also, intelligence beliefs have a significant effect on the performance of students' chemistry lessons through the mediation of emotion self-regulation. It should be mentioned that the research model had a very good fit. Given that intelligence beliefs and emotion self-regulation can predict the performance of students in the chemistry course, it is recommended to modify cognitive beliefs and teach emotion self-regulation techniques in order to improve students' academic performance.
