دوفصلنامه پژوهش های آموزش و یادگیری
سال پانزدهم شماره 2 (پاییز و زمستان 1397)

 of this study was to systematic review of the proposed structural models about the relationship between achievement goals , cognitive and metacognitive strategies and academic achievment.

The narrative based systematic review was employed which is a type of meta- analysis methods. the statistical Population includes all studies which used structural equation models in oder to investigate the relation between achievement goals, cognitive and metacognitive strategies and academic acgievment in iran. according to inclusion and exclusion criteria, 15 studies of 37 foundsed studies using internet search, were selected: 6 path analysis article and 9 structural equations model. the result showed that the academic achievement has significant effect on academic achievement . the correlation means of the direct impact of the approach performance goales on self- regulation and meta- cognitive was more than correlation means of the direct impact of the mastery goales. the direct impact of metacognitive strateges on academic achievement was higher than the cognitive strateges.
acoording to the result we can conclude that the impact of meta cognitive in learning is vigorous than cognitive due to its controlling and monitoring components

this study was conducted with this purpose؛Meta-analysis studies on affecting factors on student’s motivation. Methods of quantitative nature of the study were combined with the Meta- analytic approach and with review of 195 published articles in journal of Iran. These were formed the study population. 24 articles were found access to enter the meta- analyzes by checking this series of articles. This study analyzes other conducted analysis by analyzes published articles between (2000- 2015). The preferential meta-analysis model consists of the mixed approach of Hunter and Smith. Each study was analyzed by variety of statistical tests and then this analysis was transferred to correlation then data was analyzed by using the Meta-analysis software. the results of the studies combined and affect size showed that design and implement educational and programs self-regulation strategies, learning approaches, grouping communication cognitive, emotional and social functioning, using creativity, Hope to work, personality traits, personal status, academic achievement and socialization has impact on academic student’s motivation in Iran, But the educational pressures, gender differences, psychological and cognitive variables of population and using essential work book have had not positive and significant impact on academic student’s Motivation in Iran. According to the results, it is necessary to university authorities through proper strategy to increase motivation among students to action.

Multimedia production increasing in recent decades, progress in education and training has been accepted as a style that should be designed according to scientific principles. One of the most important principles in its study, using the example of education. Examples are discussed education as a teaching method and are used in various ways to facilitate learning. In this study, pretest-posttest design with control group was used. The population of all students in the fifth grade girls using available sampling and randomly assigned into two groups of 30 peopel were tested. The instruments used in this study were self-made multi-media instruction and learning tests with the reliability of0/78, retention test with the reliability of 0/80. Data analysis and analysis of variance and t-test was performed using SPSS version 20. Results showed that mean that use of educational multimedia training examples were trained solved in the learning phase 20/17 and the average traditional group was 14 more than the control group and the experimental group mean differences based on analysis of covariance as a result of the significant difference was detected after training to practice with examples of educational multimedia solution has been effective in enhancing learning.p =0.004)

The purpose of this research is survey relationship between teacher teaching style and student academic motivation and involvement High school boys and girls of Hirmand in 93-94. The study used a descriptive and correlational research method. The population of this research are High school boys and girls of Hirmand, number of 2310 people. The sample size of the study using a sample of Morgan, is 325 and sampling is stratified random survey. In this study, to collect data, a questionnaire (questionnaire teacher as social context (TASC), academic motivation questionnaire (AMS) and spontaneous strategies for learning questionnaire (Paintball Rich and Degrod, 1991) was used . to analyze the data, descriptive and inferential statistical methods were used.The dimensions of the conflict, autonomy and teaching style structure there is a significant positive relationship with students' motivation. The dimensions of the conflict, autonomy and the teaching style teaching style conflict involving school children, there is a significant positive relationship. Academic motivation is different between boys and girls and female students higher motivation. Academic engagement between boys and girls is different and students, boys and girls have the same degree of involvement. Academic motivation and academic engagement of students in different grade are not the same and students dealing with a relatively high degree of motivation and involvement.

The aim of this study was to investigate the relationship between academic optimism and achievement motivation according to the mediating role of high school students’ self-efficacy. The research method was correlational-descriptive. The population consisted of all high school students (2520 students) in the academic year 2014-2015 in city of Birjand. The sample size (296 students) were selected by using of Kerjeci and Morgan’s Table, and with cluster sampling method. Data were gathered by using of 3 questionnaires; Academic Optimism (Tschannen-Moran et al, 2012), Achievement Motivation(Hurmans, 1970) and self-efficacy (Muris, 2001). In order to analyze the collected data, descriptive statistics, mean and standard deviation and inferential statistics, correlation and stepwise regression methods were used. Results showed that academic self-efficacy and achievement motivation of students were significantly higher than the average. Students’ academic optimism was a direct, significant and positive effect on self-efficacy and motivation. The effect of academic self-efficacy on achievement motivation was positive and significant. In addition, the results showed that the academic optimism had an indirect effects on achievement motivation through the self-efficacy. The path analysis result indicate that the conceptual model is good fitting the data.

This study aim is to evaluate the effectiveness of Jigsaw teaching method on cognitive, emotional, social- emotional adjustment and students math academic indicators. The study had a quasi-experimental design in which used inconsistent four groups with pretest and posttest and control groups. Participants consisted of 99 students from sixth grade elementary school in Baneh city in 2014-2015 who were selected by purposive sampling method and then they assigned randomly into experimental and control groups. Subjects was completed a researcher -made achievement test. The experimental group subjects’ received ten sessions’ instruction with Jigsaw method. The control group members’ at the same time continued to classroom routines. Research findings show that instruction by Jigsaw method has more positive effect on academic achievement, social -emotional adjustment and some sub -dimension of emotional- academic indicators (attitude towards school and purposes valuation) as compared with traditional teaching. Also Jigsaw teaching method resulted to improve students’ math achievement. This study has implications for math teachers who can be used Jigsaw teaching for improvement of math academic outputs.

The purpose of this paper is to evaluate critically economics education in Iran within the framework of cognitive economics. For that the main problems dominating economics education have been explained and illuminated such as unsatisfactory national academic achievements, ignoring in part critical applied areas in economics, little progress and development in teaching economics during the last decades, little effort paid on multidisciplinary economic activities, failure in recognizing and rectifying economic problems and challenges of the society, etc. On that regard, among other factors, quality of education, student aptitude, motivational factors, and the approach used have been considered as the main reasons causing the problems; it is concluded that the crucial reason for most problems arises from lack of using appropriate analytical approach. Hence, to make a substantial change in economics education one has to apply a realistic approach that is cognitive economics. Because, in cognitive economics approach, rationality is considered as a relative and improvable phenomenon. In addition, information, knowledge, skill and specialization are viewed as the main determinants of decision making and resource allocation behaviors; it is assumed that economic agents with regard to these factors have heterogeneous capabilities. Nonetheless, development, utilization and transformation of information, knowledge, skill and specialization by the agents are considered to be heavily dependent on some other proficiencies (that is, meta-cognitive and emotional-communicative competences). Thus, focusing on such issues accompanied with the impacts of scarcity on the way of thinking and deciding provides substantial advantages for cognitive economics to understand deeply the causes of economic problems and to improve the effectiveness of policies and programs.

The main purpose of this research is explanation of Socratic dialectic aspects and teaching method as a strategy for improving the schools' teaching-learning process. In this order, with a qualitative method in kind of descriptive-analytic (document analysis), firstly, Socratic dialectic and then the philosophical foundations of Socratic teaching method are described. Then, the feasibility study of utilizing of this method in schools together with it's critiques in order to much quality utilizing. The results imply that Socrates is one of the greatest western thinkers who had been developed a great evolution in the history of thinking with his famous method of dialogue. Socratic teaching method is a model for encouraging students' participation for collective research performance and for helping those for nurturing the critical thinking skills and necessary habits for participate in society. The teachers with using Socratic Method and projecting the suitable questions can invite their students to review own and others' arguments to find the logical incompetency of different beliefs and thoughts. Using of such method while conclude to reasonable choosing of values, also provide logical thoughts growth in students.