نشریه مطالعات آموزش و یادگیری
سال نهم شماره 1 (پیاپی 72، بهار و تابستان 1396)

Introduction Anxiety is one of the most important motivational and cognitive variables which significantly affects academic achievement, learning, performance as well as attention, concentration and information retrieval of learners (Schunk, Pintrich and Meece, 2008). Among the known types of anxiety in the area of education, one can point to test anxiety and statistics anxiety (Visany, Lavasanai and Ajehei, 2012). Cruise, Cash and Bolton (1985) found that statistics course anxiety is a multidimensional structure (Morgan, 2007). There is evidence in the literature that most students experience a high level of anxiety for statistics course (Slootmaeckers, 2014). Several studies reported a strong negative relationship between anxiety and performance in the statistics course (Chew and Dillon, 2014; Onwuegbuzie, 2004). Pan and Tang (2004) concluded that positive psychological components, such as psychological needs, can predict statistics course anxiety. The study of Uzman (2014) showed that psychological needs can explain the anxiety. The need for communication followed by the need for competence has a high predictive power to explain anxiety (Uzman, 2014). Arsalanogulu, Takin, Arsalanogulu and Auzmatlu (2010) found that there was a difference between anxiety levels and basic psychological needs (competence) by gender. In addition, the study of Kormas, Karamali and Anagnostopoulos, (2014) showed that students who experience high levels of attachment anxiety tend to experience low levels of satisfaction of basic psychological needs, which in turn, leads to symptoms of depression in their everyday life. The results of Quested et al. (2011) showed that satisfaction of basic psychological needs has a significant negative relationship with cognitive anxiety and physical anxiety. Moreover, satisfaction of psychological needs with the mediation of risk assessment significantly affects cognitive and physical anxiety of athletes. Therefore, the main research objective of this study was to determine the relationship of basic psychological needs (autonomy, competence, relatedness) with statistics course anxiety and its dimensions.
Research question Does the linear combination of basic psychological needs (autonomy, competence, relatedness) have predictive power of statistics course anxiety and its dimensions for students of psychology?
Method This research was descriptive and correlational. The statistics population included all psychology students in the International University of Imam Khomeini (RA), Tarbiat Moallem University and PNU in Qazvin city. Finally, a sample of 350 university students of Qazvin city (250 female and 100 male) were selected via multistage cluster sampling method. The research instruments including were Statistics Anxiety Measure (SAM) of Morgan (2007) and Basic Psychological Needs Satisfaction Scale (BNSG-S) (Johnston and Finney, 2010). The validity and reliability of all these the instruments were confirmed. The data were analyzed by the canonical correlation analysis and the path analysis.
Results Before examining the relationship among the research variables, it was confirmed that the data were distributed normally through the skewness and kurtosis indices. KolmogorovSmirnov test results also showed that the data were normally distributed. The Pearson correlation coefficient showed that the relationship of basic psychological needs (autonomy, competence and relatedness) with statistics course anxiety and its dimensions was significant. The canonical correlation was used to examine the relationship between the linear combination of psychological needs components and the linear combination of statistics course anxiety components. The F and Wilk's lambda values showed that there was a significant relationship between the two variables. In this research, psychological needs explained 0.61 percent of statistics course anxiety variations of psychology students, and the need for competence has maximum beta coefficient. The path analysis results showed that model fit indices have an acceptable fit. Moreover, the relationship between the direct path coefficient of basic psychological needs and statistics course anxiety was significant. Moreover, the indirect effect of basic psychological needs (autonomy, competence and relatedness) on statistics course anxiety and its dimensions was significant.
Discussion Results showed that there was a significant negative relationship between the satisfaction of basic psychological needs and statistics anxiety of students. In explaining such findings, it can be said that, according to the Self-Determination Theory (SDT), people are naturally motivated for growth and health. They also inherently have basic psychological needs. Satisfaction of these needs contributes to growth and health. Failure to satisfy any of the psychological needs will put mental health at risk. In this regard, the study of (Ryan & Deci, 2000; Uzman, 2014) showed that satisfaction of psychological needs supports the feeling of being and when these needs are suppressed, the individual gets sick and passive. On the other hand, the study of Lynch (2010) showed that creating opportunities to opt-out has an important role in supporting autonomy and is associated with psychological well-being. People with higher levels of autonomy have higher self-regulation, self-control and critical thinking. People with higher levels of competence have higher problem-solving ability and coping skills, and people with higher levels of relatedness have higher social protection, social skills and empathy skills. In fact, these characteristics help students whose basic psychological needs are satisfied at higher levels learn statistics with higher motivation, interest and ability, and consequently, they will have better performance in this course.

Introduction Social pathology scholars define vandalistic behavior as behaviors turned towards destruction of the public assets, installations and properties (Mohseni Tabrizi, 2003; U.S. Department of Justice, 2014). Destructiveness by adolescents has been led into serious social problems. This issue catches scholar's attention of different disciplines, such as sociologists, psychologists and criminologists. Some sociologists believe that destruction of properties is a precursor of delinquent behaviors. Regarding these consequences, understanding the vandalism is vital for prevention and intervention (Mohseni Tabrizi, 2003). Vandalism is not limited to the school setting and is happening frequently and can disrupt the social order. Vandalism has a huge burden on the society’s economy and cohesion (Motlagh and Ndari, 2013). However, it is a widespread phenomenon among adolescents (Koonani, Mansoor Abadi and Ahmadi, 2010), according to the literature, there are a variety of explanations for the causes of vandalism. A deep look at the existing theories on vandalism, can lead us to conclude that these theories, in order to explain social deviancies, and in particular vandalism, have common themes in their focus, with relatively different interpretations. Some of these common themes include the effect of social relationships, socialization, and existence of cohesion and unity with society, social trust, and quality of interactions in social networks, social accountability, and respect for social norms. These common points reveal the necessity for using a comprehensive and inter-disciplinary approach for studying vandalism. Thus, it is vital to investigate vandalism through an exploratory and applicable model. Therefore, the aim of the present research was to suggest a cross-disciplinary explanation for high school student's vandalistic behaviors by focusing on social and psychological factors. Accordingly, in this research the relationships between social capital, cultural capital, new communication technologies, attachment, and gender with vandalism in Kerman and Jiroft were investigated.
Hypotheses
1. There is a relationship between gender and vandalism.
2. There is a relationship between attachment to parents and vandalism.
3. There is a relationship between attachment to peers and vandalism.
4. There is a relationship between cultural capital and vandalism.
5. There is a relationship between using new communication technologies and vandalism.
6. Social capital mediates the relationship between gender, attachment, cultural capital, new communication technologies use and vandalism.
7. Urban versus rural backgrounds (Kerman vs. Jiroft) can moderate the mediated relationships among gender, attachment, cultural capital, the use of communication technologies and vandalism.
Method The relationship between variables was examined using the correlation research design and path analysis. Statistical population involves all students of Kerman and Jiroft highschools. Using cluster sampling, 806 participants were selected from Kerman (404) and Jiroft (402) high schools. The measures were Vandalism, Cultural Capital, Social Capital and New Communication Technologies Use questionnaires. In addition, Armsden and Greenberg's (1987) Inventory of Parent and Peer Attachment (IPPA) were used. The proposed Model was tested using structural equation modeling in AMOS software.
Results Results showed that the use of new communication technologies and attachment to parents had direct effects on vandalism. The use of new communication technologies positively and attachment to parents negatively can predict student's vandalistic behaviors. Also, the effects of all exogenous variables (cultural capital, new communicational technologies, parent attachment, peer attachment and gender) on student's vandalistic behaviors were mediated by the social capital. Other results showed that the moderating effect of urban milieu was significant and there was also a difference between Kerman's and Jiroft's participants and consequently models.
Discussion and Conclusions As noted above, the aim of present research was testing a causal model of explaning vandalism based on cultural capital, modern communicative technologies, attachment, and gender. Meanwhile, the moderator role of context has been investigated. The model revealed that social, psychological and contextual factors can approximately explain the students’ vandalistic behaviors. The model could explain 32 percent of the variance in vandalistic behaviors. Thus, it should be noted in generalizing and applying the results. Comparing Kerman and Jiroft as different social contexts imply notions of indigenized factors affecting vandalistic behaviors. It seems that a more traditional culture of Jiroft affected the participants in such a way that Jiroft participants were more influenced by family and internal factors than new communication technologies. Consequently, early interventions and preventive programs can reduce social pathologies and abnormal behaviors such as vandalism. In general, this research can suggest parents living in cities improve their relationships with their children through self-training or seeking help from professionals. Based on these results, it can be suggested that the cultural capital can be the source to prevent vandalistic behaviors. Hence, improving and investing on this capital will have significant effects on protecting the society. Significant role of gender in vandalism have implications to pay more attention to male adolescents’ behaviors in and out of school environment. Regarding inevitable effects of new communication technologies and the role of social capital in controlling and regulating of these effects, the study recommends teachers, principals and other administrators of the educational system to try to empower the student's social capital.

Introduction Academic burnout is a major challenge among university students and has not yet received due attention by researchers. Newman (2001) believed studying this phenomenon is of utmost importance because it can possibly contribute to explain students’ adaptation with academic engagement. Burnout symptoms include emotional exhaustion, depersonalization, and decline in personal efficacy (Moneta, 2011; Vatsa & Robersona, 2011). In fact, burnout is a general reaction to stress (Adriaenssens, 2015), and academic burnout has negative effects on students in terms of physical and psychological well-being. Hence, much research, especially in positive psychology, has focused on factors which moderate the effects of stress (Luthans & Youssef, 2007). As one of the important factors, resilience is defined as the person’s capacity to respond to or even actualize in stressful situations. Salomon (2013) found that there was a relationship between resilience and academic performance among students. Also, Isabel’s (2012) study on medical students showed that students with higher resilience experience less emotional exhaustion and burnout. As another important factor, hope refers to the person’s ability in setting goals, considering necessary alternatives to achieve one’s goals, and having sufficient motivation. Sapio (2010) found a statistically significant relationship between hope and academic performance; individuals with higher levels of hope have more suitable goals and are more successful. Furthermore, emotional intelligence is another key factor for success in academic settings. Mavoroviles and Sanchez-Ruiz (2011) found that there was a statistically significant relationship between students’ emotional intelligence and their academic performance. Likewise, Arockia and Sangeethe (2013) found that emotional intelligence can predict students’ academic performance and improve it. Given the importance of academic burnout as a challenge which can disrupt students’ academic performance and endanger their physical and psychological health, it is extremely essential to identify factors relevant to this phenomenon. Considering the dearth of research in this field, the present study aimed to explore the relationship between resilience, hopefulness and emotional intelligence, in one hand, and academic burnout, on the other hand, among Iranian students.
Research questions The present study was guided by the following research questions:1. Is there a statistically significant relationship between resilience, hopefulness and emotional intelligence, in one hand, and academic burnout, in the other hand among Iranian university students?
2. Can resilience, hopefulness, and emotional intelligence significantly predict academic burnout for Iranian university students?
Method The present study was descriptive with correlational design. The statistical population consisted of all students at University of Kashan, Iran, in the academic year of 2015-2016. Using Morgan's Table, 300 students were chosen through stratified cluster sampling in faculties of engineering, basic sciences, and humanities. The participants filled out Snyder Hope Scale, Connor-Davidson Resilience Scale, Shot Emotional Intelligence Questionnaire, and Bersu Academic Burnout Scale.
Results There was a statistically significant negative relationship between academic burnout and resilience (r=-.24, PDiscussion and Conclusions The findings of the present study showed that there was a statistically significant relationship between resilience and academic burnout, which is in line with the findings of Isabel, Garcia, and Peloss (2012), Salomon (2013), and Martin, and March (2016). This could be justified by considering the fact that students face different challenges at university, which makes them psychologically prone to burnout. High capacity for resilience causes individuals to adopt different approaches in dealing with academic challenges. Resilience helps students confront challenges without being seriously affected (Allistre & Kimnon, 2009). In addition, the findings revealed that there was a statistically significant negative relationship between hopefulness and academic burnout, which is in line with Pearson (2008), Sapio (2010) and Ajam Ekrami, Rezaei, and Bayani (2015). Hopefulness is an important motivating factor. In fact, hopeful individuals are more focused on their goals and have relatively higher motivation as compared with their peers (Kiafar, Kareshki, & Hashemi, 2014). Hope is an effective strategy to cope with academic procrastination (Alexander, & Onwuegbuzie, 2007), thereby decreasing academic burnout. Finally, the statistically significant relationship between emotional intelligence and academic burnout is in agreement with the findings of Mavroveli and Sánchez‐Ruiz (2011). This could be due to the fact that students with higher emotional intelligence can clearly understand and regulate their own emotions and those of other people. Therefore, emotional intelligence can empower students to have a better interaction with their professors, which in turn leads to academic satisfaction and prevents academic burnout. Emotional intelligence can increase the person’s responsibility and his/her chance of success by improving their capacity for flexibility, adaptiveness, and impulsivity. Consequently, this can decrease their academic burnouts.

Introduction For continuous years, academic and emotional functions were separate. This problem and cognitive - social changes occur in Adolescents (Spear, 2000) have been often associated with negative outcomes such as decreased academic value and interest, decreased mastery goals, increased stress, and lower academic achievement (Anderman & Anderman, 1999; Isakson & Jarvis, 1999; Roeser, Eccles, & Freedman-Doan, 1999; Rudolph, Lambert, Clark, & Kurlakowsky, 2001; Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). Thus, researchers interested in education have paid attention to the association of academic and emotional functions. According to Eccles and Roeser (2009) well-being is defined in relation to the school context and academic well-being includes four dimensions of School Value (is defined as the perceived meaningfulness of schooling in general), School burnout (is defined as consistency to school demands, cynical and detached attitude toward one's school, and feelings of inadequacy as a student (Salmela-Aro, Kiuru, Leskinen, &Nurmi, 2009), Satisfaction with educational choice (is defined as the student's satisfaction with his choice of education for attaining personal goals ), Schoolwork engagement (is defined as a positive, fulfilling, study-related state of mind that is characterized by vigor, dedication, and absorption (Salmela-Aro & Upadyaya, 2012). For creating and increasing academic wellbeing, attention to students and their personal agency is necessary. According to Bandura (2001), the personal agency is self-efficacy beliefs that in academic dimension nominate academic self-efficacy beliefs. Different research evidence has reported a positive relation between academic self-efficacy beliefs and academic self-esteem with academic well-being and success. According to Bandura (2001), Lazarus (1991) and Adler (1930), students with academic self-efficacy beliefs and academic self-esteem are active in school and more engaged with academic affairs. Consequently, the aim of the present study was to determine the possible relationship between academic self-efficacy beliefs and academic self-esteem with academic well-being and to test the mediating role of academic engagement in this regard.
Research questions The present study aimed at investigating the academic engagement mediatory role in the relation with academic self-efficacy beliefs and academic self-esteem and academic wellbeing. Therefore, the present study attempted to answer the following questions:- Is it possible to predict student's academic well-being based on academic selfefficacy beliefs and academic self-esteem?
- Is it possible to predict student's academic engagement according to academic selfefficacy beliefs and academic self-esteem?
- Can academic engagement have the mediatory role for academic self-efficacy beliefs and academic self-esteem as endogenous variables and academic well-being as an exogenous variable?
Method The study's design was a correlational. Academic self-efficacy beliefs and academic selfesteem as endogenous variables, academic engagement as a mediatory variable, and academic well-being as the final exogenous variable were considered for the enquiry. In this research, 384 students (186 females and 198 males) of a high school located in Poldokhtar county were chosen by multi-stage random cluster sampling method. In gathering data, The Persian versions of academic self-efficacy beliefs (ASEB, Zajacova, Lynch & Espenshade, 2005), academic self-esteem scale (ASES, Rosenberg, 1965), academic engagement scale (Salmela-Aro & Upadyaya, 2012) and academic well-being scale (AWBS, Heta, Katariina & Markku, 2012) have been used. All the research instruments enjoyed appropriate validity and reliability indices.
Results Path analysis showed that the academic self-efficacy beliefs and academic self-esteem predict academic engagement and academic well-being. Variable of academic engagement can play a mediatory role among academic self-efficacy beliefs, academic self-esteem and academic well-being.
Discussion In general, the findings of the study revealed the direct and the indirect effects of academic self-efficacy beliefs and academic self-esteem on the academic well-being. Not only has the academic engagement a direct effect on the academic well-being, it also acts as a mediatory variable between academic self-efficacy beliefs and academic self-esteem and academic well-being. Effective academic self-efficacy beliefs and academic self-esteem leads to creation and increase of academic engagement and with this increase, academic wellbeing increases. About significance and influence of self-regulation beliefs, Bandura (2001) maintains that none of the individual’s cognitive beliefs are constructive as efficacy in managing individual's compatibility performance in dealing with difficulties and stressful conditions. Students with high self-esteem in their performance appear more energetic and confident. Such a belief in confronting environmental stressful stimuli is accompanied by compatible performances of well-being. Finally, these findings emphasize the role of student's abilities, beliefs and attitudes in successful deal with impediments and academic challenges.

Introduction Today, more than ever, it is important that learners be kept up-to-date. New information is available almost constantly, and learners must have access to that. On the other hand, in recent years workplace learning has embraced technology to meet the demands of continuing professional development and general training of employees. The major benefits of E-learning as an approach of using technology in education from both academic institutions and the corporate training area are well documented: (1) accurate and consistent content delivery through visuallyenhanced multimedia presentation and simulation, (2) self-paced and learner-controlled learning via dynamic content, (3) learner engagement through interactive learning materials, graphical modeling, and instant feedback, (4) real-world-like practices enabled by virtual labs, simulation, and interactive exercises, (5) accommodation of a variety of learning styles, (6) high retention of content through personalized and active learning, (7) content delivery efficiency, (8) anytime and anywhere learning modality, and (9) meaningful assessment and testing. But recently this learning approach has been criticized, and blended learning was suggested as an alternative approach. Blended learning is often defined as the combination of face-to face and online learning. Some researchers argue that this is not a sufficient definition for blended learning as it simply implies “bolting” technology into a traditional course, using technology as an add-on to teach a difficult concept or adding supplemental information. They suggest that blended learning should be viewed as an opportunity to redesign the way the courses are developed, scheduled and delivered in education through a combination of physical and virtual instruction. The goal of these redesigned courses should be to join the best features of in-class teaching with the best features of online learning to promote active, self-directed learning opportunities for students with additional flexibility. In spite of the importance of this approach in the research literature, little research however has been undertaken to assess the effectiveness of these methods. Hence, this study aimed to investigate the effect of blended learning on learner's success and satisfaction in technical and vocational education.
Research questions
1- Is there any significant difference between student's post- test scores in face to face and blended learning approaches for the Building Management System (BMS) course?
2- Is there any significant difference between student's satisfaction scores in face to face and blended learning approaches for the Building Management System (BMS) course?
Method This research was a quasi-experimental design with control and experimental groups in the field of technical/vocational education. For effectiveness of instructional approaches, two groups (control (N=19) and experimental (N=18)) of learners were selected randomly at Building Management System (BMS). Before training, a pre-test was conducted for two groups, and then they were both taught by the same trainer and given the same material pertinent to the course content. The groups were taught by deferent formats; in the control group, instruction was conducted through face to face approach by instructors (i.e., via lecturing). For the experimental group, instruction was fulfilled by mobile application in addition to face to face learning. So, in this group the content was presented by E- texts. For effectiveness of instructional approaches, the learner's satisfaction and instructional outcomes were measured. Instruments of research were a questionnaire in addition to a pre- test, and a post- test.
Results The research results showed that the blended learning approach was effective in improving learners’ educational achievements and satisfaction in comparison with face to face learning approach.
Conclusion This study has shown that using blended learning approach is the most appropriate approach in the training of learners in technical/vocational education. Learner's satisfaction increased under blended learning approach. Composition of trainer and technology use can be attractive for learners. Under blended learning students can negotiate, ask questions, and receive feedback from their teachers. On the other hand, by using E-texts they can have more durable pedagogical experiences. As a result, composition of trainer and the use of technologies can enhance learning outcomes in blended learning approach rather than other approaches. Based on research findings, it is suggested that instead of using a one-dimensional approach in training, such as face to face or E-learning approaches, the blended learning approach should be used in educational contexts.

Introduction In the current era, human investment is the most important factor in organizational development and education and training are the best media for human development (Mahdavi & Fayyaz, 2015). The educator's biggest obsession is providing chances to apply their knowledge in their workplace and practice what they have learned for professional development. Education and employee's training is one of the ways to gain the essential expertise and competence (Ford, 1997). Transferring training is a process that through evaluation its advantages and drawbacks could be recognized and thereby the organizational aims could be fulfilled. Scholars have defined the transfer of training as the degree to which the participants use their expertise, knowledge, skills and attitudes adopted at workplace. Long-term success at firms significantly depends on whether the employees are effectively learning and transferring new information to their workplace. The efficiency of training is ultimately dependent on whether the favored results are transferred to the workplace or not. Halton's pattern is one the training patterns to transmit training which has comprehensively introduced the individual aspects. Halton et. al (2000) defined seven individual factors: The learner's preparation, transfer motivation, the individual capacity for transfer, positive individual results, and negative individual results, the expectations of performance and selfefficacy of the performance. Based on the importance of this dimension, this study focused on evaluation of the role of individual factor in effective transfer of in-service training at Ansar Bank. The following research questions were raised:- To what extent is the individual factor important in effective transfer of in-service trainings to the professional status at Ansar Bank of country?
- Which aspect of individual factor is prominent in effective transfer of training to professional status at Ansar Bank?
- Is there a significant difference between the employee's perception of the individual factors in efficient transfer of training with regard to their educational degree?
- Is there a significant difference between the employee's perception of the individual factors in efficient transfer of training with regard to their years of service?
Method This study was an applied and descriptive survey. Using a random cluster sampling 535 employees working at Ansar bank were selected based on their demographic features, the period of service and academic degree. The participants were asked to fill out a self developed scale. The scale included 211 items based on a 5 point Likert whereby 5 means strongly agree to 1 strongly disagree. This scale have seven subscales : "The learner's readiness", self-efficacy of the performance, individual positive outcome, individual negative outcome, the expectations of results of the performance, the motivation to transmit and individual's capacity for transfer. For each subscale there were 3 items. The face validity of this scale was conducted through expert comments. The content validity of this scale has been conducted through item analysis and correlational coefficiency among the items in each subscale was calculated. After calculating the reliability though the expert's opinions and item analysis and Cronbach alpha (.69 to .93), the scales were handed out among the participants. To analyze the data, SPSS 16 was used and T-test, multiple ANOVA and, MANCOVA, MANOVA were used.
Results Overall, the analysis of individual factor in effective transfer of in-service training to the professional status showed that the learner's preparation, the motivation of transmission, the expectations of the performance outcomes, the expectations of outcomes of transfer and self -efficacy were above the mean.
2. Among the several individual factors affecting the transfer of training, the highest mean belonged to the self-efficacy of the performance and the lowest mean was related to the positive individual outcomes.
3. There was a significant difference among the importance attached to the seven aspects of individual factors in efficient transfer of training to the employees at workplace.
4. There was a significant difference among the importance of the seven aspects of individual factors in effective transfer of training to the workplace with regard to the employee's years of experience.
Discussion and Conclusions The aim of this study was to evaluate the individual factor in effective transfer of training from the view point of learner's preparation, the motivation of transmission, the individual capacity to transmit, the positive individual outcomes, the negative individual outcome, the expectations of the performance, and self-efficacy of the performance. The findings showed that significant differences existed among the aspects. At the end it is suggested that future evacuations get conducted through a more comprehensive set of variables that assess the individual factor. Moreover, the manager's viewpoints and stakeholder's views must also be evaluated in efficacy of training in individual factor.