Fariborz Dortaj; Razieh Saadat; Fateme Ghaemi; Bita Nasrollahi
Articles in Press, Corrected Proof, Available Online from 12 March 2023
Abstract
Objective: The aim of this study was to compare the effectiveness of cognitive-social education and coaching education on self-awareness in female high school students. Method: The quasi-experimental research method was pretest-posttest with a control group with follow-up. The statistical population ...
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Objective: The aim of this study was to compare the effectiveness of cognitive-social education and coaching education on self-awareness in female high school students. Method: The quasi-experimental research method was pretest-posttest with a control group with follow-up. The statistical population of this study included all-female high school students studying in District 2 of Tehran in the academic year 1399-1400. The sample of the present study included 45 people (15 people for each group, i.e 15 people in experimental group 1, i.e 15 people in experimental group 2 and 15 people in control group). In this study, the available sampling method was used. The research instruments included Cooper (1997) self-awareness questionnaire, Bazargan coaching training package (1397) and Ann Vernon cognitive-social translation, translated by Firooz Bakht (1395). Freon was used. Results: The results showed that the two methods of cognitive-social education and coaching training had a significant effect on self-awareness scores in the post-test. Experimental intervention led to changes in the experimental group, which was 0.31 total changes due to the experimental operation. Considering that the average of the cognitive-social education group was higher than the coaching education group; Therefore, cognitive-social education has been more effective in increasing students' self-awareness. Conclusion: With two methods of cognitive-social education and coaching, especially cognitive-social education, self-awareness can be increased in students.
School Psychology
Mansour Balali; jamal sadeghi; Alireza Homayouni
Articles in Press, Corrected Proof, Available Online from 05 May 2023
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.
Learning
Maryam Azizi; Hossein Heidari Tabrizi; Ahmadreza Lotfi
Articles in Press, Corrected Proof, Available Online from 13 May 2023
Abstract
The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, ...
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The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers’ pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers’ intellectual peculiarities at different stages of a teaching career.
