جستجوی مقالات مرتبط با کلیدواژه « مقطع تحصیلی » در نشریات گروه « روانشناسی »

The importance of students' learning and studying is always one of the most important concerns of the senior managers of education in any country, and many researchers have addressed this issue. Therefore, the purpose of the current research was to investigate the relationship between persistence and learning and study strategies in students: the moderating role of educational level in Semnan city. This research is based on the practical purpose and based on the data collection method of descriptive correlation type. Based on this, the statistical population of the research is elementary and secondary school students of Semnan city. The sampling method in this research is non-probability and 320 people were studied as a sample in this research, out of 320 people, 160 people were selected in the primary level and 160 people were selected in the secondary level. The tool of data collection in this research was a questionnaire, and learning and study strategies questionnaires and persistence questionnaires were used, and validity and reliability were used to check its accuracy. The method of data analysis in this research was partial least squares and Imus software was used. The results of research hypotheses showed that there is a direct relationship between persistence and learning and study strategies and all its components (significant statistic 14/599). However, the moderating role of educational level in the relationship between persistence and learning and study strategies in students was not confirmed.

The present study was carried out to study the relationship between career calling and academic satisfaction through decision-making self-efficacy and career adaptability and moderating of the educational level. The research method was correlational, structural equation modeling. The population was all students of University of Isfahan in 2014-2015. A sample of 300 students was selected by proportional stratified sampling method. Measurement tools included Career Calling Scale (Dik & Steger, 2006), Career Adaptability Scale (Savichas & Porfeli, 2012), Career Decision-Making Self-Efficacy Scale (Taylor & Betz, 1983) and Academic Satisfaction Questionnaire (Lent et al., 2007). Data were analyzed by multiple regression and structural equation modeling. The findings indicated the relation between having calling and decision-making self-efficacy depends on educational level (p<.001). In addition, the relation between having and searching calling with career adaptability depends on educational level (p<.001). Having career calling,directly and indirectly, through decision-making self-efficacy and career adaptability related to academic satisfaction (p<.001).On the other hand, at higher education students, educational level could moderate the relation between having calling and academic satisfaction through career adaptability and decision-making self-efficacy (p<.01). In general, self-efficacy and career adaptability are mediation in the relationship between having the career calling and academic satisfaction while, the educational level moderates these relationships.

The purpose of this study was to compare spiritual intelligence based on gender and grade among students in Amir Kabir University. Therefore, using systematic random sampling, 220 students were selected. They completed king (2007) Spiritual Intelligence Scale that contains four subscales: Critical Existential Thinking (CET), Personal Meaning Production (PMP), Transcendental Awareness (TA) and Conscious State Expansion (CSE). Results of multivariate analysis of variance and t-test showed that there was not any significant difference in spiritual intelligence between male and female students (P>.05). However, there was a significant difference in critical existential thinking between both group (P<.05) and male students obtained higher mean than females. Also, significant differences in spiritual intelligence and components of personal meaning as well as transcendental awareness were obtained among different grades. However, no significant relationship was found between age and spiritual intelligence.

The purpose of this study was to compare the beliefs of student epistemology based on gender, educational levels and disciplines. The population was all of 10 University students who were selected using multistage cluster sampling. The research instrument was a questionnaire Schommer epistemology belief. The results showed that students have significant differences in beliefs are simple and stable knowledge, but no differences in other dimensions. Epistemology belief that sex are more girls than boys believe that the stability of knowledge. But the difference was not seen in other dimensions. Thus the epistemological beliefs can be considered one of the processes of social cognition.