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.
Educational Psychology
Farhad Khoemaei; Arezou FarokhTaghiabadi; Seyed Mehdi Poorseyed
Abstract
This study aimed to investigate the effectiveness of problem-solving and patience instruction on the academic self-efficacy of school students. It is a quasi-experimental study with a post-test design and a control group. Accidental sampling was used to select participants. Three schools were accidentally ...
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This study aimed to investigate the effectiveness of problem-solving and patience instruction on the academic self-efficacy of school students. It is a quasi-experimental study with a post-test design and a control group. Accidental sampling was used to select participants. Three schools were accidentally selected among Abarkouh City, then the sixth-grade students of these schools were assigned to the three groups of 30 individuals; problem-solving and patience instructions groups as well as a control group. The Morgan-Jinks Student Efficacy Scale was applied for data collection. In this study, patience and problem-solving instructions were conducted in the experimental groups. The obtained data were analyzed by variate analysis of variance (ANOVA). The results showed that instruction in patience and problem-solving has an impact on the academic self-efficacy of students. Additionally, the instruction of patient has more effect on context components of self- efficacy than instruction of problem-solving. According to these results, it can be stated that problem-solving and patience instruction helps students to think about their problems. Also, they learned to deal with issues and difficulties in a way that won’t become anxious, and they can maintain their mental health in the face of possible failures, tensions and crises. In conclusion, they can improve their academic performance with self-efficacy.
Educational Psychology
Ali Mostafaee; Jila Ahmadi
Abstract
The present study was conducted with the aim of investigating the relationship between perceived social support and academic well-being of female students of the second year of high school in Mahabad city with the mediating role of self-compassion and pleasure-seeking. The research method is descriptive ...
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The present study was conducted with the aim of investigating the relationship between perceived social support and academic well-being of female students of the second year of high school in Mahabad city with the mediating role of self-compassion and pleasure-seeking. The research method is descriptive and correlation type. The statistical population was the total female students of the second period of high school in Mahabad city, whose number was 3621. 348 students (After removing 35 incomplete questionnaires) were selected by multi-stage cluster sampling method. The research instruments were zimet et al.'s Perceived Social Support Scale (1988), Tuominen-Soinie etal.'s Academic Well-Being (2012), Neff's Self-Compassion scale (2003), and Snaith_Hamilton's anhedonia Scale (1995). Data were analyzed with spss 26 and pls 3 software. The results showed that there is a positive relationship (0.01) between pleasure seeking and academic well-being between perceived social support and academic well-being; Perceived social support and hedonism; self-compassion and academic well-being; and there is a positive relationship between perceived social support and self-compassion (0.05). Self-compassion plays a mediating role between perceived social support and academic well-being; Hedonism also plays a mediating role in the relationship between perceived social support and academic well-being.
Educational Psychology
Qamar Khatibi; Mansoreh Karimzadeh; Reza Ghorban Jahromi; Esmail Sadipor
Abstract
The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included ...
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The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.
Educational Psychology
Mahdi Dasta; omid shokri; shahla pakdaman; jalil fathabadi
Abstract
This study intended to construct and validate a wisdom questionnaire in Iran with regard to its dimensions, categories and components in the context. All above-20 Iranians comprised the population. Using random cluster sampling, 985 Iranians with different ethnic, gender, age and academic backgrounds ...
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This study intended to construct and validate a wisdom questionnaire in Iran with regard to its dimensions, categories and components in the context. All above-20 Iranians comprised the population. Using random cluster sampling, 985 Iranians with different ethnic, gender, age and academic backgrounds were selected. Confirmatory factor analysis revealed that a 6 dimensional structure of wisdom fits the data. The dimensions were Causal Factors (cognitive skills and abilities, emotional intelligence, and personality characteristics), Core Category (existential integrity, harmony and equilibrium), Context Conditions (religiousness, spirituality, self-excellence, ethics, reflection, and challenging experiences), Intervening Conditions (environmental factors, official and unofficial education system, and family), Strategies (wise reasoning, prosocial attitude and behaviors, wellbeing, consulting, guiding and leading others), and Consequences (human perfection and flourishing, common good and a more just world). Overall, wisdom can be defined as a unique, complex, and multifaceted feature encompassing dynamic integrity and balanced account of different components. To describe wisdom as being the best in all its dimensions makes it an unachievable-for-many ideal but if viewed as a continuum, then individuals’ wisdom can be seen as ranging from much/many to less/few of its dimensions. In fact, wisdom dimensions work in a synergic manner to promote it and its sum is greater than its parts.
