نشریه راهبردهای شناختی در یادگیری
پیاپی 5 (پاییز و زمستان 1394)

The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire¡ parental bonding instrument¡ Morgan-Jinks student efficacy scale¡ academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also¡ the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition¡ the indirect paths of school bonding and parental bonding¡ with academic satisfaction and academic control¡ with mediating role of academic self-efficacy¡ were significant.
The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.

One of the most important bases of growth and development in individual and social life is learning. Today¡ learning disorders are considered as great obstacles to academic achievement and learning of individuals. The aim of the present study was to evaluate the effectiveness of “The Neuropsychological Theory of Color Vision” in rehabilitation of dyslexia.
In this quasi-experimental study¡ 30 female and male primary school students were selected and randomly assigned to equal groups of experiment and control. Both groups received twelve 45-minute sessions of phonological awareness training; the experiment group differed in the method of training which based on The Neuropsychological Theory of Color Vision. Assessment instruments comprised WISC-R and Test for reading and dyslexia (NAMA).
Analysis of results with the use of ANCOVA revealed that experiment group¡ was significantly better in the amount of improvement in reading¡ comparing to the control group.
Findings of the study approved that The Neuropsychological Theory of Color Vision has the potential of effectiveness on improvement of dyslexia in primary school students. Limitations¡ action scope¡ and future viewpoints of implementation of this important approach were explained on academic achievement and improvement of effect size of the psychotherapy and psyhconeurorehabilitation.

the purpose of this study was to examine the impact of Bybee teaching method on learning and educational achievement motivation of students.
This is an experimental research using pretest¡ posttest and a control group. The research population included all male pupils of the sixth grade of primary schools of Kaboudarahang in 1393 (2014). The sample of this research included 28 pupils who were chosen by means of multistage cluster sampling. They were then replace two groups¡ namely experiment group (14) and control group (14). The instrument used in this research was a self-administered test to measure learning and Herman''s Questionnaire Measure of Achievement Motivation. To determine the validity of the self-administered test¡ experts'' opinions were used¡ and its content and face validity was approved.To measure the reliability of the test¡ Kuder-Richardson reliability method was used. The reliability of the test was estimated as 0.79. To measure the validity of the education achievement motivation questionnaire¡ correlation coefficient between the questions were used reported between 0.57 and 0.3 for the question respectively.The validity of the questionnaire was also estimated as 0.84 and 0.84 using Cronbach Alpha and retest respectively.
To analyze the data¡ descriptive statistics (mean and standard deviation) was used¡ and for covariance analysis¡ inferential statistics were utilized.
The findings of the study showed that learning and Education motivation in those students taught by Bybee method was significantly higher than the lecture The results indicate that Bybee teaching method can improve the learning and educational achievement motivation of students.

The main objective of this study was to the blended and conventional teaching methods its effect on student academic engagement
This study was a quasiexperimental that population included all seventh grade girls’ students. The statistical sample of which 56 were selected randomly for the desired conditions. They were divided into two 28-member groups of test and control. Then¡ test group was exposed to blended method for one month in 8 sessions while the other studied the courses in conventional teaching method. To collect data¡ standard academic involvement of Tino (2009) was used¡ the validity and reliability of which were determined in terms of content and surface method as.96 of Cronbach alpha.To analyze data¡ descriptive and inferential statistics such as Kolmogorov-Smirnov and t-test for independent groups and covariance analysis were used.
The results showed that the rate of academic involvement of students having been educated with blended method is greater than that of students having been taught by conventional method.
Therefore¡ the effect of education in hybrid method on students` academic involvement is greater than that in conventional method.

The aim of this research was to study the relationships between the types of memory and academic achievement of students with learning disabilities. The method of research is descriptive-corelation. The statistical population was students with learning disabilities in Urmia. Sample size of this study was 120 students which was choosen by simple random sampling. To measure working¡ short-term memory and long term memory of students were used Daneman & Carpenter questionnaires and Della Sala¡ Lagie¡ Maylar questionnaire. Academic achievement is evaluated by students’ scores. Reliability of questionnaire by Cronbach''s alpha are 0.90 for short-term and long term memory and reliability of working questionnaire by split half is 0.84. The results showed that there is positive relationship between working¡ short-term and long-term memory performance and academic achievement. There isn’t a significant positive relationship between age and short-term memory of students¡ but there is significant and positive relationship between age of students and their long term and working memory performance¡ so that empowerment of memory has been related to increasing the academic achievement¡ hence reinforcement of the memory performance is caused the development of the academic achievement.

The aim of this research was effectiveness of goal setting training on achievement goals and achievement motivation. For this aim we used quasi experimental¡ pretest-posttest with control group. 30 students from different courses of the Semnan University in 94-95 academic year with cluster random sampling method¡ according to population size and from every section of the population that point was proportional method and they randomly and equally replaced in two experiment and control groups. At first¡ a pre-test was performed on both groups; and then goal setting was taught to the experiment group during 9 sessions. Intervention wasn''t done for control group. Data was collected by Elliot and Mcgregor achievement goal questionnaire and (AMQ) Achievement Motivation questionnaire; and after that they were analyzed with covariance test. The results showed that goal setting has a meaningful effect on improving motivation goals and mastery-approach and performance-approach orientation.

The purpose of this research was to find difficulties English learning in high schools. To these order 823 high school students who was studying in Bandar Abbas City in the 94-93 school year and the average score in the first semester of their English language was less than 10 were selected purposive randomly and Factors of success in learning English lesson noted that 108 factors were identified. After studying all factors¡ remained 72 items. By implementing an exploratory factor analysis of 6 factors of 52 was achieved. Then¡ the items were given to professionals and any changes made in the questionnaire. 52 Section 46 of the remaining 90% of the experts were agreed. In the next step¡ a confirmatory factor analysis used on 403 students by second version that five of 39 items remained. Five obtained factors in the second study were compared with the initial data. Structural equation modeling results¡ consistent with five latent variables questionnaire. After correction model with 5-factor confirmatory factor analysis of 35 items remained. The final form of the questionnaire revealed and the validity of the fit was good.