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).
Masomeh Zangi; Masoud Sadeghi; Ezatolah Ghadam Poor
Abstract
The present study aimed to investigate the effect of emotion-focused processing strategies training on academic adjustment of female high school students in Kerman. This study was aquasi-experimental with pretest, posttest, and control group. The population of this study includes all female students ...
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The present study aimed to investigate the effect of emotion-focused processing strategies training on academic adjustment of female high school students in Kerman. This study was aquasi-experimental with pretest, posttest, and control group. The population of this study includes all female students of secondary school in Kerman, who were studying in the school year 2017. Thirty female students were selected by multi-stage cluster random sampling and divided into two experimental and control groups. Both groups answered the academic adjustment questionnaire before and after the training process. The experimental group received emotion-focused processing strategies for eight sessions of 90 minutes while the control group received no training. The results showed that emotion-focused processing strategies training had a significant effect on academic adjustment of female high school students at p<0.01 level.