منا قریشی

This study was conducted to examine the effectiveness of local model of E-learning on self-direction of students’ learning using researcher-made software. The study design was quasi-experimental with pre-test and post-test and follow-up period (two months after the implementation of the post-test) that 32 male and female students in the field of librarianship were non-randomly selected, and they were randomly and equally were assigned into experimental and control groups. Education was implemented using researcher-made tool in four sessions (90 minutes in each session) on experimental group. Data collection tool was self-directed scale in Fischer et al learning. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance and repeated measurements) using SPSS 20 software. Analysis of data using analysis of covariance showed that local model of e-learning-has impact on self-direction in students’ learning and its components (self-management, willingness to learn, self-control (p

The purpose of this study was done to explain the difference between dimensions of self-regulatory learning strategies in high-school students in different family types based on family process and content model. The research method was descriptive and post event. For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz. The information was collected from self-report family process scale and self-report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The obtained data were analyzed by ANOVA & MANOVA. The results showed that cognitive strategies have significant difference in healthy family and unhealthy family. Also results showed that there is difference in self- regulatory learning strategies among students in different family types. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.

The purpose of the study was to explain the difference between motivational beliefs of high-school girl and boy students in different family types based on family process and content model. The research method was descriptive. For this reason multistage cluster sampling was selected between second and third of 308 (186 female، 122 male) high-school students in Shiraz in the academic year 91-90. The sample in this study was the selection process so that each of the four main areas of Shiraz، two high school (a girls'' school، a boys high school) and then randomly selected from each school individually selected and all students in a class، the class selected fields were evaluated. The information was collected from self - report family process scale and self - report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The data were described quantitatively using SPSS software to analyze the data، used from t - test & ANOVA& MANOVA for examining the questions of this research. The findings of the research showed significant differences between students in different family types on self-efficacy and intrinsic. The difference of self-efficacy and intrinsic were between of healthy family and unhealthy family، while there was no significant difference in different family types on test anxiety. The gender difference was not significant in any of the components of motivational beliefs. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.