kareshki

Attribution styles to be considered one of the most important factors affecting the functions and mental processes and training of students. This role will be explained through different psychological processes, among one of which is the goals achievement. As achievement goals can contribute as an mediator in relation to attribution style and test anxiety. The purpose of this study is provide a model for test anxiety based on achievement goals and attributional style variables. This study is a descriptive – correlation to structural equation analysis that to study of non-experimental causal relationships are explored through correlations. Participants in this study included 259 undergraduate students at Ferdowsi University of Mashhad. Data were collected through attribution styles, test anxiety and achievement goals questionnaire. Statistical tests of correlation and structural equation model was used to analyze the data. The data obtained were analyzed by software SPSS20 and LISREL8.53. . Based on the findings, achievement goals is a mediator between test anxiety and positive attributional biases as well as predictor test anxiety. also goal orientation had a direct effect on test anxiety. Implicitly results obtained for education practitioners resulting due to the advancement goals as affect variables and mediating on test anxiety of students in better performance of students.

The purpose of this study is to examine the role of Personality Characteristics and job characteristics in Predicting organizational commitment of teachers. For this purpose, the correlation research method was used. 175 of the elementary school female teachers were selected as the sample. Three questionnaires were used for collecting data including NEO Personality characteristics questionnaire, Hackman and Oldham Job Characteristics questionnaire and organizational commitment questionnaire. The Results of this study showed organizational commitment of teachers including commitment to education, school commitment, commitment to colleagues and commitment to teaching duties is in good condition. In addition, the results showed that teachers’ organizational commitment can’t be predicted simultaneously through Personality and job characteristics. While, personality characteristic of extraversion and the job characteristics of diversity of skills, job importance and feedback are able to predict organizational commitment of teachers in the separate analysis.

According to the importance of achievement goals as a key motivational component for understanding the behavior of students, it is important to study contexts as classroom environment perceptions. The present study examined the role of perception of theconstructivist learning environments on student's achievement goals. The Statistical population included all the undergraduate and Masters Students studying in the faculty of literature and Humanities, Education and Psychology, Basic Sciences and Agriculture at Ferdowsi University of Mashhad in 2013-14. For this purpose, a sample of 193 subjects were selected by quota sampling. Questionnaires of perception of the constructivist learning environment and student's achievement goals in a sample method was implemented. Data were analyzed using structural equation model and the proposed model was tested. The results showed that the variables of the perception of the constructivist learning environment and student's achievement goals are mutually correlated with each other (p

This study aimed to raise the effectiveness of On-the-Job Training Program for teachers. It was done by using quasi experimental method. To measure variables pretest –posttest design with control group was used. The population consisted of On-the-Job Training courses for teachers from Lamerd town which were held in 2012. By using convenience sampeling method 3 samples were selected which were registered in the course of October 2012. The course effectiveness was evaluated by using three variables including satisfaction and attitude of the learners as well as amount of their learning. The data gathering tools were a satisfaction-attitude questionnaire and the Course-Test. The content validity was used as a validation tool. The reliability was measured by using Cronbach’s alpha and cooder Richardson method. The results show that On-the-Job Training course was effective in systemic and constructive problem-based environments, and the second one was more effective.

The present study was designed to evaluate the psychometric properties of self-beliefs related to social anxiety scale (SBSA) among Iranian society by using descriptive Method.
Statistical population of this research was all students in Ferdowsi University of Mashhad in the first year of undergraduate of 2014-2015 academic years. 402 students were selected by cluster sampling method among them. Data were collected by using 15- items of self-beliefs related to social anxiety scale (SBSA);Jerabek's social anxiety scale and social phobia scale.
Construct validity (confirmatory factor analysis) was used to determine validity of scale and also criterion –related validity was measured by with Jerabek's social anxiety scale and social phobia scale. Internal consistency with Cronbach's alpha index was used to determinin the reliability. Based on results of confirmatory factor analysis 3 factors model of SBSA has fit partly. The overall reliability of scale was obtained 81% by Cronbach's alpha.
Statistical analysis showed that this scale can be used to measure self-beliefs related to social anxiety for the Iranian population.

This research aimed to study the relationship among perceptions of classroom activities and adjustment in students by structural equation modeling method. For doing this, we selected 570 girl students from height schools in Mashhad. The school adjustment scale of Sinha and Student Perceptions of Classroom Quality scale from Gentry & Owen were used to gathering data. Result showed that components of Student Perceptions of Classroom Quality related to components of social and academic adjustment, negatively, and not significant for emotional adjustment. Regression results show that components of perceptions of classroom activities predicted academic adjustment (F(5,364)=21/11, p<0/001), social adjustment (F(3,389)=6/73, p<0/001), but did not predict emotional adjustment. Per posed model on role of perceptions of classroom quality on adjustment components have good index to fitting data.

The aim of this research has studied the relations between psycho-social climate, student’s self-regulation and maladjustment and testing mediator role of self-regulation in this relation. Research method was descriptive by correlation coefficients and path analysis. Research population was students in the third grade of secondary school in Sabzevar city.Samples include 414 (202 boys and 212 girls) those there samples were selected in multistage cluster sampling method. Psycho-social climate scale from Frazer et al, educational self-regulation questionnaire from Connell,Ryan and Sinha& Sing student’s compatibility questionnaire administrated for gathering data. Data analyzed by correlation coefficients and path analysis method. Results showed that per posed model is fitted to data (AGFI=0.95, RMSEA= 0.052,df/2=2.11). Results showed that there is significant negative relationship between self-regulation and maladjustment (r= -0.30, p=0.001). The result of MAN OVA showed that gender effect on social psychological atmosphere, self-regulatory and incompatibility is significant (p<0.05). Girl’s scores in self-regulatory and boys in compatibility were significantly higher.In respect to self-regulation and maladjustment, providing suitable learning environment and classroom structures lead to students self-regulation, have important role in decreasing Student maladjustment.

Since designing and conducting research activities is one of the most important and effective activities in university environment، identification of personal factors interfering in students’ ability to learn and their interest for survey seems to be necessity. This study aims to study the relation between research self-effectiveness and expected outcomes and interest rate for research conduction in higher education students. This research is correlative descriptive one. Statistical population is all of higher education students in Ferdowsi University in 2010-2011 academic year. The sample was 300 students taken by stratified random sampling. Bieschke، Bishop & Garcia’s research self-effectiveness questionnaire، research expected outcomes questionnaire، and Bieschke، Bishop & Garcia’s interest in research (IRQ) questionnaire were applied for data gathering. Findings showed that all variables (research expected outcomes، research self-effectiveness، and interest in research) have mutually significant positive correlation. In addition، regression analysis results indicated that combination of variables such as research expected outcomes، ability to implement initial tasks، ability to analyze، and presentation of results could predict rate of interest in research in students. There was significant difference between different colleges in، research self-effectiveness، and interest in research،، ability to implement initial tasks، ability to analyze، and presentation of results. Also، there was meaningful difference between male and female students in research self-effectiveness in one hand and between M. A. students and Ph. D. students in research self-effectiveness and interest in research on the other hand. According to the findings، it seems to be necessary that university officials and professors create research opportunities by establishing valuable educational environments and guiding the students.

Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable، this study was conducted for this purpose. Initially، 40 children (20 girls and 20 boys) from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD) as the pre-test on all the children، a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p<0. 0001)، that is، the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.

Environmenal circumstances and features and the learners’ perception، play a great role in their educational attitude. The purpose of this study was to measure the relationship between environmental perceptions with their academic attitudes. The population consist all students of third grade in high school in Mashhad city. Sample size was 570 students that were selected through multi-stage cluster sampling. Sample was selected from 7، 3، 1 and Tbadkan areas of Mashhad city. The tools for gathering data were environmental perceptions questionnaire of Gentry and Owen and academic attitudes questionnaire (Akbari). Results of the applying Pearson correlation Coefficients showed that all variables (academic attitude، choice، challenge، significance، attractiveness، self-effectiveness) have positive correlation with together، significantly (P<0. 01). Multiple regression results also showed that perceptions of classroom are able to predict the academic attitudes of students، (F5، 430 = 4. 54، P <0. 001).

Students are usually faced with a host of information and stimuli, and in order to use them properly and make the right decisions, they are obliged to evaluate and critique them. Then, they need to accrue critical thinking and process related to it such as critical thinking disposition. So, research about the facts that affect and are related to critical thinking disposition is important. Studies conducted on intrinsic motivation have shown that environment plays a key role in this regard. Family, school and community contexts all have an important role in the formation of critical thinking. Despite the theoretical research conducted on the relationship among the parental perception, motivation and critical orientation, the need to study such relationships in a single study is felt. Family and understandings relating to it have a significant role in the inclination toward critical thinking, and according to SDT theory of motivation and the related processes, this relationship is mediated through motivation. It can, therefore, be mentioned that parental perceptions directly and through motivational processes are related to critical thinking. Research Question: This study was aimed at investigating the relationship between the perception of parenting and motivation with critical thinking disposition based on a causal model. The research question focuses on whether the proposed model fits the data collected from the university students? The statistical population of the research included students of BA level at Ferdowsi University of Mashhad in the academic year 1389-90. The sample included 359 students that were selected through non-proportional stratified sampling. The data collection instruments were California Critical Thinking Disposition (Facione & Facione, 1992, as cited in Nowshadi & Khademi, 2010), Perception of Parents Scale (Grolnick, Ryan & Deci, 1991), and the Work Preference Inventory (Amabile, 1994). Cronbach's alpha reliability of the Perception of Parents Scale in the original source has been reported to vary from 0.79 to 0.86 (Kareshk1, 2008). The Persian version of this scale has a good alpha coefficient for the subscales. In a study, the results of factor analysis with varimax rotation showed that only 40 items with six factors underlay the sacle (Tanhaye Rshvanlv, 2009). Therefore, we can say that scale has good validity and reliability for Iranian students. The reliability and validity of the California Critical Thinking Disposition scale have been verified for Iranian students by Nowshadi and Khademi (2010). The reliability and validity of Work Preference Inventory have also been verified for Iranian students by Shaykholeslami and Razavi (2005). Pearson correlation coefficient and SEM were used for analyzing the data. To test the proposed model, the data were collected and necessary assumptions for SEM such as independence of errors, normality, multivariate normality and multi-co linearity were verified. The results are reported in two parts. The results indicated that there was a significant and positive relationship between the perception of parenting and academic motivation (r=.13, p<0.05). There was also a significant and positive relationship between the perception of parenting and critical thinking disposition (r=.11, p<0.05) and also between motivation and critical thinking disposition (r=.35, p<0.01). The results of structural equating modeling showed that the proposed model fitted the data and that critical thinking disposition is predictable by the perception of parenting and intrinsic motivation (GFI=0.94, RSMEA = 0.05, 2=193.30, df=82, GFI=0.94, AGFI =0.92, 2/df=2.35). In other words, the perception of parenting is related to critical thinking disposition directly and indirectly through intrinsic motivation. The results speak of the direct effect of perceived parental perceptions on critical thinking dispositions (.13), the direct effect of parental perceptions on motivation (.57), the direct effect of motivation on critical thinking dispositions (.55) and the indirect effect of parent's perceptions on critical thinking (.31). This indicates that the indirect pathway of parental perceptions to critical attitudes is a stronger direction. In this study, the relationship between parental perceptions and motivations with critical thinking dispositions was examined. The results of structural equation modeling analysis provided support for the research hypothesis; that is, motivation and perceived parental disposition correlate with critical thinking; and there exists an indirect relationship between the perceived parental disposition and critical thinking through intrinsic motivation. Overall, parent's perceptions and motivations are able to predict changes of critical thinking dispositions. In other words, students who have a higher internal motivation tend to have higher critical thinking. These results are consistent with other studies (Jafari sani, Pakmhr & Malekzadeh, 2011; Fan, 2009; Byvrs, 2010; Gayvdt, 2010). Another path through which this model was tested was the relationship between parental perception and motivation. The findings of the research are consisting with others (Fancy & Karshky, 1388; Sbry, 2006; Shaw, 2008; Ryvrs, 2008; Huang, 2007; Gottfried, Fehling, & Gatfyrd, 1994). According to the results, it is important to instruct the parents to help develop critical thinking skills in their children. Given the impact that motivation has on critical thinking, more research is needed to identify how to improve aspects of motivation.

The increasing accessibility of e-learning environments within the educational world is an inevitable phenomenon in the digital age. This is a time for educators to re-evaluate the current pedagogies, and for scholars and researchers to think about instructional designs in terms of the current e-learning and e-teaching environments. The E-learning concept has been around for decades and is one of the most significant recent developments in the Information Systems (IS) industry (Wang, 2003). Sun et al, (2008) define e-learning as ‘‘...the use of telecommunication technology to deliver information for education and training”. There are a variety of technologies utilized in e-learning, i.e., internet, intranets, videos, interactive TV and CD-ROM. In addition, there are several approaches to e-learning including online learning or web-based instruction, computer-assisted instruction and virtual classrooms (Kala et al, 2010; Sorebo et al, 2009; Phobun & Vicheanpanya, 2010).Many universities nowadays, such as those in Iran, are starting to provide web-based courses that complement classroom-based courses. Online courses provide learners with a variety of benefits such as convenience, flexibility, and opportunities to work collaboratively and closely with teachers and other students from different schools or even across the world. Despite the widespread recognition of the value of electronic learning (e-learning) over the past decade, many users discontinue e-learning after initial acceptance of its usage (Lee, 2010). As the long-term success of information systems (IS) depends on continued usage rather than mere acceptance, understanding the factors that affect users’ intention to continue using e-learning system can not only help system developers, but also teachers and vendors design the best strategies to increase its usage. Previous research has suggested a variety of factors affecting user continuance toward the web-based learning system. This study developed an integrated model with relation among dimensions: Drawing on Deci and Ryan’s Self Determination Theory, information quality and usability were studied for their effect on e-learning continuum by the mediatory role of intrinsic motivation. Based on this model, the following questions were put forward: Q1: Are self-determination needs (autonomy, competence and relatedness) positively related to intrinsic motivation? Q2: Are information quality and perceived usability positively related to the user's satisfaction?Q3: Is intrinsic motivation positively related to the user's satisfaction? Q4: Is intrinsic motivation positively related to the user's continuance?Q5: Is satisfaction positively related to the user's continuance? The population of this study included undergraduate students of Hadith Sciences University in Mashhad. A total of 350 questionnaires were distributed to individuals who had at least taken one course offered by the e-learning service. Only 218 questionnaires were returned. The measures used in this study were mainly adapted from relevant prior studies but some modifications were made to the wording to make it suit the context of this research. All the items were measured using a seven-point Likert-type scale with anchors from ‘‘strongly disagree’’ to ‘‘strongly agree’’. Validity of the whole scale was verified by confirmatory factor analysis (CFA).Scales of perceived usability (α=0.90) and user's satisfaction (α=0.90) were utilized through the items derived from Chiu et al. (2005). Items for user's continuance (α= 0.95) and information quality (α= 0.96) were taken from Roca et al. (2006). Items for autonomy (α= 0.85), competence (α= 0.80) and relatedness (α= 0.89) and intrinsic motivation (α= 0.95) were adapted from Sorebo et al. (2009). The reliability of the measurement instruments was estimated through Cronbach's Alpha. The alpha values were 0.68 (user continuance), 0.63 (autonomy), 0.81 (competence), 0.59 (relatedness), 0.68 (intrinsic motivation), 0.83 (information quality), 0.59 (perceived usability) and 0.90 (satisfaction). Drawing on SDT, information quality and perceived usability, we proposed a model for online learning continuance. A partial correlation matrix (Table 1) was firstly generated to partial out possible confounding of demographic variables. Table 1 shows items, means, standard deviations and correlation coefficients for the eight constructs in the extended IS-continuance model. The purpose of this study was to test self-determination theory, information quality and usability in an online learning environment. The study indicated that self-determination needs, intrinsic motivation, information quality, perceived usability and satisfaction are determinants of user's continuance among the students in higher education. Overall, the results provided strong support for the hypotheses. The findings are consistent with prior studies such as (Sorebo et al., 2009; Chiu et al., 2005; Roca et al, 2006; Roca & Gagne, 2008). The results suggest that the research model provided good explanatory power of user's continuance. It is implied that these factors play important roles in shaping user's continuance, and thus IS researchers should consider post-usage factors when exploring user's continuance with the specific technology. In conclusion, continuance in the e-learning systems is very important for developers and administrators of these systems. Implications from these findings to e-learning system developers and implementers are further elaborated in higher education.

Introduction & Internet has become more widespread، removed borders، and provided the people all over the world with great opportunities. Notwithstanding this، the consequences especially in social and cultural context must not be neglected. One of the harmful aspects of internet is internet addiction disorder. The present study aimed to survey and analyzes internet addiction relationship with depression، social adjustment، and self esteem. Our research method is descriptive-correlational. By random sampling and offline method، we have selected a sample consisting of 120 persons from Dubai coffee net users with different native languages، 74males and 46 females، aged at least 18 years old and proficient in the English language. Research tools were young internet addiction test (IAT) with reliability α=0. 88، Beck depression inventory with reliability α=0. 84، Sinha social adjustment with reliability α=0. 92 and Eysenck self esteem inventory with reliability α= 0. 87. The data was analyzed with path analysis method. The results from analysis showed that the data has goodness of fit with the presented model (χ2=3. 17; df=3; P=0. 36; GFI= 0. 99; AGFI= 0. 96; CFI= 1. 00; NFI= 0. 97; RMSEA=0. 02). Scales means in internet addiction was 47. 69±17. 75; depression 21. 29 ± 11. 12; social adjustment 19. 75±7. 91 and self esteem was 15. 16±4. 16. Path coefficient showed that depression (β= 0. 57; t=7. 61)، social adjustment (β= -0. 55; t=13. 1) and self esteem (β= -0. 32; t=14. 8) have significantly predicted internet addiction Internet is an important means in the today’s world، but we have to be fully aware of its dangers. In order to avoid the risks of internet use، vast national and international culture-building activities should be done. The results of our research proved the above-mentioned hypothesis.