Educational Psychology
Arash Akhash; manijeh shehni yailagh; Askar Atash Afrouz; Morteza Omidian
Abstract
Introduction: This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students. Method: The research ...
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Introduction: This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students. Method: The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. Results: The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant. Conclusion: In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.
. .; saman kamari songhor abadi; . .; . .
Volume 5, Issue 2 , November 2016, , Pages 136-154
Abstract
Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, ...
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Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, of which, 278 (107 boys, 171 girls) who were selected by cluster sampling. Data were gathered by academic satisfaction questionnaire, achievement emotion questionnaire, and social cognition questionnaire. The methods used for analyzing was Pearson correlation and path analysis. Results: The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes academic satisfaction, emotional, and social cognition dimensions (p < .0/01). The following analysis revealed the significant mediating role of achievement emotion in the relationship between social cognition and academic satisfaction. Conclusion: In general, it can be concluded that the social cognition and achievement emotion are two of the most important factors for investigating the academic performance and academic satisfaction.
