Nahid Honarmand; Alireza Kiamanesh; Abdolazim Karimi
Abstract
The purpose of this study was to review the changes in the role of demographic and personality variables of mathematics teachers in predicting the mathematical progress of eighth-grade students in Iran and analyzed the trend of these variables in four international studies. For this purpose, we examined ...
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The purpose of this study was to review the changes in the role of demographic and personality variables of mathematics teachers in predicting the mathematical progress of eighth-grade students in Iran and analyzed the trend of these variables in four international studies. For this purpose, we examined the data from 21434 eighth graders and 877 math teachers who had participated in four TIMSS studies (2003, 2007, 2011 & 2015). Among the educational variables influencing the educational development, ten variables including gender, age, history of teaching, the degree, major, teaching hours, job satisfaction, confidence, interaction with other teachers and teaching method were investigated using statistical methods of Pearson correlation coefficient and multiple regression analysis. The findings related to the demographic variables showed that the students ' mathematical performance changes were almost consonant with the changes of age, history of teaching, and teaching hours in both groups of male and female teachers. This coordination was not similar in the major and academic degrees. The results of multivariate regression showed that the students ' mathematical development was explained by the set of demographic and personality variables. Among these variables, teaching history and self - confidence of the teachers played the most important role in explaining the students ' progress, and the variables of the degree of education and gender did not contribute to the explanation of the students ' math’s progress. The findings show the necessity of paying more attention to the history of teaching and examining the reasons why major and teachers ' degree were not that influential in math development is essential.
Atefeh Samifard; Abbas Abaspour Abaspour; Mohammad Reza Saeidabadi
Abstract
A professional learning community contains communication and interaction. Interaction does not simply mean the one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this research, conducted ...
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A professional learning community contains communication and interaction. Interaction does not simply mean the one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this research, conducted in order to discover the factors affecting the formation of professional learning communities and present a model for them, a compound, successive and exploratory method was employed in an attempt to identify these factors. In the qualitative section of the research, articles, books, and extracted texts that had been purposefully chosen, were analyzed; and as a result, the 7 categories of teachers, participation, instruments, time, evaluation, trust, and learning were identified. In the quantitative section of the research, in order to investigate the internal and external validity of the model, the made questionnaire was used. Also, in studying the research hypotheses, Pearson’s correlation test was used. The findings of the test showed that between the two variables of participation and the grade the students had received in the professional learning community, there existed a positive and high correlation, meaning that the higher went the participation in the system of learning management or the electronic environment in general, the higher was the communal feeling experienced by learners.
Mahnaz Akhavan Tafti; Salehe Piryaei; Elahe Jarrahi
Abstract
The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children ...
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The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables. Then, Structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills mediated by cognitive/executive functions were positively related to academic performance in children in the final model. Increase in academic performance was found when children are capable of better utilizing executive function strategies at academic settings. Thus, it is evident that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning.
Mehdi Dehestani; Atefeh Mahdavi; Amir Mohammadian; Firoozeh Zanganeh; Sanaz Khoda doost
Abstract
The main purpose of this study was to investigate the effect of neuro-verbal programming on test anxiety and self-efficacy of secondary school students in Sanandaj. The present study had a semi-experimental pretest-posttest design with control group. The sample consisted of 30 students who were selected ...
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The main purpose of this study was to investigate the effect of neuro-verbal programming on test anxiety and self-efficacy of secondary school students in Sanandaj. The present study had a semi-experimental pretest-posttest design with control group. The sample consisted of 30 students who were selected based on structured interviews and the implementation of the Sarahson Anxiety Inventory (1957) and then they were randomly assigned to control and experimental groups. The experimental group was trained in 8 sessions with neurological planning while the control group did not receive any experimental intervention. Anxiety Inventory Questionnaire of Sarason (1957) and Social Self-Efficacy Scale (Smith & Betz, 2000) were used as the pretest and posttest. The results of one-way covariance analysis showed that therapeutic interventions were effective in reducing the test anxiety in the experimental group (P<0.01), but did not affect the self-efficacy of the individuals (P<0.05). In general, the results indicated that counseling and psychotherapy specialists can apply the verbal neural program approach for the treatment of anxiety disorders.
ali mogaddamzadeh; fahimeh abbasi; maryam kazemitabar
Abstract
The present study aimed to examine the effective factors in the rank of national entrance exam of the candidates in state universities and higher education institutes in Iran in the form of a multilevel analysis. Therefore, the data of 5000 candidates was gathered randomly from five experimental groups ...
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The present study aimed to examine the effective factors in the rank of national entrance exam of the candidates in state universities and higher education institutes in Iran in the form of a multilevel analysis. Therefore, the data of 5000 candidates was gathered randomly from five experimental groups in the national examination of 2017. The HLM7.30 software was used for multilevel data analysis. The results revealed that among the provinces, there were significant differences in the average national ranks of the candidates in Math, Humanity, Art, and English experimental groups. However, there was not any significant difference in the Science group. In the Math group, the average scores of the third year of high school, the total average of diploma, the entrance quota, and gender determined 58.44 percent of the whole variance of the national rank at level one. In the Humanity group, the average scores of the third year of high school, the total average of diploma, and gender explained 49.22 percent. In the Art group, the total average of the third year of high school, the entrance quota and gender were 15.8 percent; and finally in the English group, the average scores of the third year of high school, the total average of diploma, the entrance quota, and gender were wholly 31.45 percent. There was not any relationship between the age of the candidates as well as the time interval between their graduation and the entrance exam with their national rank. In the Humanity group, only in the local districts and among the other groups, in poles and local districts, the national rank of the candidates was different. In the Science group, only the third year high school’s average scores of the candidates could predict the national rank.
Amir Dana; Saleh Rafiee
Abstract
The purpose of this study was to investigate the role of task constraint in learning football chip through observation. For this purpose, 20 children (with the mean age of 11.6±1.7) participated in this study and were randomly divided into two groups (each with10 individuals). At the acquisition ...
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The purpose of this study was to investigate the role of task constraint in learning football chip through observation. For this purpose, 20 children (with the mean age of 11.6±1.7) participated in this study and were randomly divided into two groups (each with10 individuals). At the acquisition stage, one group watched the model and they were told nothing about kicking the ball, while the other group was told that the task was to kick a ball that should land on a specified target. At the acquisition stage, participants performed 30 attempts (three blocks of ten attempts each) whose model’s film they watched five times before the first attempt, and again, after each attempt they watched the film. After 24 hours, participants were recalled to the lab and performed ten attempts as a reminder. The kinematic movement of the participants was recorded in order to compare it with the model. The results showed that the non-ball group had a more similarity to the model than the group with the ball. However, these results showed that in the speed variable, the movement of the group with the ball was more similar to the model. These results were explained in terms of goal-directed imitation theory as well as the existence of an external goal in the task
Shirin Donyadideh; farzaneh Haratyan
Abstract
English story reading as a sub branch of literature plays a momentous role with an impressive function to accomplish divergent goals of skill mastery in ELT studies due to the fascinating pedagogical and psychological benefits embedded in it. English for Specific Purpose (ESP) learners encounter reading ...
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English story reading as a sub branch of literature plays a momentous role with an impressive function to accomplish divergent goals of skill mastery in ELT studies due to the fascinating pedagogical and psychological benefits embedded in it. English for Specific Purpose (ESP) learners encounter reading passages that can implicitly impress their psychological capabilities as they perceive the world from the characters’ points of view, attitudes, and emotional expressions. This study aimed to explore the probable effects of English Literature (story reading) on ESP learners’ emotion-regulation. Research design was Quasi-experimental. Research sample (with convenience sampling method) included ESP learners in West Tehran branch, Islamic Azad University, who were homogenized via Nelson English Proficiency Test and randomly assigned into two experimental (N=65) and control (N=62) groups. Emotion regulation questionnaire (Gross & John, 2003) with the Cronbach’s alpha (0.82) was administered to both groups before and after the treatment. The experimental group received the instruction of English story reading in a seven-week period, while the control group received traditional training during this period. The obtained data were analyzed using the statistical method one independent sample t-test on the gain score. The data analysis confirmed the positive improvement in emotion regulation of ESP learners in the experimental group. Accordingly, it can be concluded that English story reading could sharpen, deepen, and broaden learners’ insights towards emotion regulation. It can be incorporated in ESP curriculum plans and class syllabi as it facilitates learners to regulate their emotions.
