School Psychology
Vahidreza Pourtaghi; Mahboubeh Fouladchang; Esfandiar Azad; mohammad bagher hasanvand
Volume 5, Issue 17 , May 2022
Abstract
The current study aimed at evaluating the effectiveness of a philosophy course offered to children, on aspects of their school engagement. School engagement is a structure which indicates that students can create personal relationships with their teachers in addition to the educational content. For this ...
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The current study aimed at evaluating the effectiveness of a philosophy course offered to children, on aspects of their school engagement. School engagement is a structure which indicates that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental study was conducted on 7th grade students (n=128) from 4 classes at the same school as intervention and control groups. In the current quasi-experimental, pre-test post-test, case-control study, the independent variable was the philosophy for children (P4C) program (ten 60minute-sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, and cognitive, as well as agency engagements. To analyze the data ANOVA method was used. The study indicated that the score of all 4 aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program compared with the control group. Based on the obtained results, 28.2% of changes in total school engagement were attributed to the P4C program. The results show a significant increase in school engagement and its aspects. Philosophy for Children Program can be used to create an educational atmosphere with the highest relationship to students’ curriculum in which the students can rule out their learning behaviors with high motivation.
Maasomeh Naderi Dehsheykh; Fariba Hafezi; Zahra Dashtbozorgi
Volume 4, Issue 15 , October 2021, , Pages 69-76
Abstract
The present study aimed to investigate the relationship between math anxiety with optimism and perceived classroom structure through mediating role of mathematics attitudes in female high school students. The statistical population of this descriptive correlational study comprised all the female high-school ...
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The present study aimed to investigate the relationship between math anxiety with optimism and perceived classroom structure through mediating role of mathematics attitudes in female high school students. The statistical population of this descriptive correlational study comprised all the female high-school students in Ahvaz (Iran) in the academic year 2020-2021. A sample of 237 students was randomly selected via single-stage cluster sampling. In this study, the sample size was determined based on the number of predictor variables in the structural equation analysis. The research instruments included the Mathematics Anxiety Rating Scale (MARS), the Life Orientation Test (LOT), Dundee Ready Education Environment Measure (DREEM), and the Mathematics Attitude Scale (MAS). The proposed model was evaluated by structural equation modeling (SEM). The results showed that all direct paths except perceived classroom structure to math anxiety were significant (p< 0.01). The indirect paths from optimism to math anxiety mediated by mathematics attitude, and the path from perceived classroom structure to math anxiety mediated by mathematics attitude were significant (p< 0.01). The proposed method, therefore, has an optimal fit and is a major step towards identifying the factor affecting students’ math anxiety.
Tayebeh Fallah; Fariba Hafezi; Behnam Makvandi; Sasan Bavi
Abstract
A flipped classroom, as one of the participatory learning techniques, is based on group dynamics and social interactions. The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. The research ...
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A flipped classroom, as one of the participatory learning techniques, is based on group dynamics and social interactions. The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz city in the academic year 2019-2020. Using the purposive sampling method, 30 ones were selected and divided into experimental and control groups (n=15 per group). The research instrument included the Academic Motivation Questionnaire and Student Self-Efficacy Scale. The experimental group received the flipped teaching program during eight 90-minute sessions; however, the control group received the traditional teaching method. Analysis of covariance (ANCOVA) was used to analyze the data. The results indicated that there was a significant difference between the flipped and traditional teaching methods in experimental and control groups (p<0.0001). The flipped classroom technique was effective in increasing academic motivation and self-efficacy among students. The study findings indicate that the flipped classroom method can be used to promote academic motivation and self-efficacy and decrease academic failure among students.
Zohre Jafarkhani; Alireza Manzari Tavakoli; Hamdollah Manzari Tavakoli; Vida Razavi
Abstract
The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all ...
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The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all the high school students in the second district of Kerman consisting of 3900 students in the academic year of 2018. According to the Morgan table, 350 students selected through stratified random sampling methods were selected as the sample. To collect the data, Buffard et al. (1994) self-regulation questionnaire, as well as Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habit questionnaires were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); a significant relationship between the developmental motivation and the study habits (p <0.05); and between the study habits and the self- regulation (p <0.05). Also, it was found that study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).
