Educational Psychology
Marziye Eskandaripour; Javad Mesrabadi; Masoud Baghbani
Abstract
This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place ...
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This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place of research, the gender and age of subjects on this relationship was another goal of this meta-analysis. According to the entry criteria, 42 primary studies were analyzed. After removing an outlier effect size based on the results of the funnel plot, the summery effect size between these two variables was equal to 0.33. Also, heterogeneity analysis showed the possible role of moderating variables on the relationship between these two constructs. Social capital and social support had a larger effect size than other indicators in the relationship between social growth indicators on academic achievement. In relation to the dependent variable, using the GPA of literature and math courses as the dependent variable had a greater effect than using the overall academic GPA as the dependent variable. It was also found that the effect size of research implementation in school is not much different from research implementation in university. In relation to gender, it was also found that the effect size of the relationship between social growth indicators and academic achievement is slightly higher in men than in women. Also, the effect sizes of the relationship between the two mentioned variables increase with the age of the examinees.
Mohammad Oraki; hossin zare; zahra atar gasbe
Volume 6, Issue 2 , February 2018, , Pages 167-183
Abstract
Introduction:The purpose of this study was to investigate the effect of cognitive rehabilitation on working memory and academic achievement of children with Discalcula. Method: The present study was a semi-experimental design with pretest-posttest with control group. 30 students with 3rd to 5th grade ...
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Introduction:The purpose of this study was to investigate the effect of cognitive rehabilitation on working memory and academic achievement of children with Discalcula. Method: The present study was a semi-experimental design with pretest-posttest with control group. 30 students with 3rd to 5th grade math disorders who were selected by available sampling method were randomly assigned into two experimental and control groups. The experimental group in this study received the Wilson Cognitive Rehabilitation Program for 8 sessions and the control group was waiting for intervention. Conclusion: The results of Co-variance analysis showed that the scores of work memory and academic achievement in the experimental group were significant Increasedacademic achievement of children with mathmetics disorder. Results: Based on the results of this study, it can be concluded that cognitive rehabilitation can improve the educational achievement of children with maldistry to a degree.
said mousa golestaneh; Seyed Ali Afshin; Yusef Dehghani
Volume 5, Issue 2 , November 2016, , Pages 52-71
Abstract
Aim: Time perspective identifies a person's perception or assessing of past, present, and future. Time perspective, has an unconscious cognitive structure that a person uses in decision-making on short-term or long-term goals and actions. The aim of this study was to examine the mediating role of achievement ...
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Aim: Time perspective identifies a person's perception or assessing of past, present, and future. Time perspective, has an unconscious cognitive structure that a person uses in decision-making on short-term or long-term goals and actions. The aim of this study was to examine the mediating role of achievement goal in the relationship between time perspective, academic achievemen, and students' academic procrastination. Method: For this purpose, 424 (223 female, 201 male) students from different faculties (Literature, Engineering, Science) of the Persian Gulf University of Bushehr were selected by cluster sampling method and responded to the Zimbardo Time Perspective Scale (ZTPI, the form of 56 questions), Transcendental Future Time Perspective Scale (TFTPS), Measuring Target Scale 3×2 (3×2 AGQ-S), and the Academic Procrastination Scale (TPS). Structural Equation Modeling was used to analyze the data. Results: The results showed a direct significant relationship between the time perspective and achievement goal. Besides, there was a significant relationship between time perspective and academic procrastination and a significant indirect relationship between achievement goal and academic procrastination. Also, the indirect relationship between time perspective through achievement goal with academic achievement was significant. In addition, the indirect relationship between time perspective through academic procrastination and academic achievement was significant. Results of Structural Equation Modeling indicated the fitness of the supposed model in the study. Conclusion: According to the findings, it can be said that time perspective has an important mediating role in achievement goal in the relationship between academic achievement and academic procrastination. Accordingly, taking into account the time perspective role and raising awareness of achievement goal and academic procrastination can improve students' academic achievement.
