نشریه پژوهش در روش های آموزش
پیاپی 4 (زمستان 1402)

Different factors such as motivation and anxiety can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-based approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their exam anxiety considering these profiles. This study was conducted with a comparative-descriptive method. The statistical population of the study was middle school boy students. 203 grade eight and nine students were choose by multiple stage cluster sampling method. They completed the Achievement Goal Questionnaire as well as the Exam Anxiety Questionnaire. Cluster analysis and ANOVA were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 15.7% for performance avoidance cluster, 29.5 % were placed in the mastery oriented and performance-oriented cluster, 21.1 % were placed in the lack of motivation cluster, and 33.4 % were placed in multiple motivation one. The exam anxiety in the clusters including lack of motivation as well as performance avoidance was more than the other clusters (p<0.001). The findings of this study will help those involved in the area of education make effective attempts by planning helpful educational program, so it promotes the students’ learning motivations during the academic years.

This research was conducted with the aim of investigating the factors of strengthening writing skills from the point of view of the teachers of the first grade elementary schools in Baharestan city. The research method is applied in terms of the purpose and in terms of its nature, it is descriptive-survey. The statistical population of the study includes 150 first grade elementary school teachers in Baharestan city in the academic year 2019-2020. The sample was selected using simple random sampling method; 108 people were selected based on Cochran's formula and they were tested using a researcher-made questionnaire. The construct validity of the questionnaire was examined using exploratory factor analysis. Also, the reliability of the questionnaire was estimated using Cronbach's alpha coefficient. To analyze the data in order to perform descriptive and inferential statistics, SPSS24 software was used. In addition, in order to investigate the factors of strengthening writing skills, the second order confirmatory factor analysis method was used via structural equation modeling in Amos24 software. The results show that, based on the teachers, all the components related to writing skills had significant effects on strengthening the students' writing skills (p<0.05) .

The aims of the present study was to investigate the effectiveness of using flash cards on the humanities students' performance as well as their math anxiety.This research was conducted with a quasi-experimental method with a pre- and post-test design as well as an unequal control group.The statistical population was all female students of grade 10 in the area of humanities in Abadan city in the academic year 2022-2023.The sampling method was convenience and included 50 students who were divided into two groups of 25 participants.The instrument for collecting math anxiety data was Ferla's (2009) questionnaire.The anxiety questionnaire was distributed among the students and all of the them answered the questions during the pre and post tests.The scores of the first and second semester were considered as the pre and post performance.The experimental group was taught for 12 sessions of 70 minutes using flash cards.The analysis was done by non-parametric analysis of covariance.The positive effect of flash card teaching on anxiety at the errorlevel of 1% and on the math performance at the errorlevel of 5% was significant.The value of the effect size in the anxiety structure was 0.354, which is considered as a large amount, and for performance it was 0.086, which is meduim.Therefore, teaching by using flash cards has a positive effect on reducing students' math anxiety as well as their math performance.

The present study was conducted with the aim of investigating the relationship between learning styles (concrete, reflective observation, active and concrete experimentation) and intrinsic motivation with the mediating role of teacher-student bond. The research method was descriptive correlational. The statistical population included all 5600 students of the 11th grade in Zanjan city in the academic year 2022-2023. 300 people were selected as a statistical sample based on the availability sampling method as well as Morgan's table. To collect data, Kolb's (1984) learning style questionnaire, Amabile et al.'s (1994) intrinsic motivation scale, and Murray and Zivach's (2011) teacher-student relationship inventory were used. Data were analyzed using structural equation modeling. The findings showed that there is a direct and meaningful relationship between concrete learning style, reflective observation and active experimentation with intrinsic motivation, but no relationship was found between abstract learning style and that type of motivation. Also, there is a direct and significant relationship between the concrete learning style, reflective observation and active experimentation with the teacher-student bond, but no relationship was found between the abstract learning style and teacher-student bond (p<0.01). In addition, there is a significant indirect relationship between the concrete, reflective and active experimental learning style and with intrinsic motivation through the mediation of the teacher-student bond; However, no significant indirect relationship was found between abstract learning style and intrinsic motivation (p<0.01). As a result, it seems that in order to improve students' intrinsic motivation, learning styles and teacher-student bond can be investigated.

The aim of present study was to investigate the effectiveness of cognitive-behavioral stress management training on emotion, stress and academic resilience of 11th grade female students in Ahvaz. The method of the present study was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the study included all 11th grade female students in Ahvaz in the academic year 2022-2023. For this purpose 40 female students were selected using the multi-stage cluster sampling method and were randomly divided in to two experimental and control groups. To collect data, Pekrun, Goetz and Perry`s Achievement Emotions Questionnaire (2005), Gadzella`s Student-Life Stress Inventory (1991) as well as Samuels`s Academic Resilience Questionnaire (2004) were used. The experimental group received stress management based to cognitive-behavioral training based on the model of Antoni, Ironson and Schneiderman(2007) in 10 sessions of 90 minutes, while the control group did not receive any training. The data were analyzed by using Covariance analysis and SPSS-26 software. The result showed that stress management training based to cognitive-behavioral had significant effect on academic emotion (F=45/53, p=0/001), academic stress (F=227/55, p=0/001) and academic resilience (F=237/92, p=0/001) of students. Cognitive-behavioral stress management training had effects on increasing positive emotions, reducing negative emotions such as stress and anxiety, and increasing students' resilience.

The purpose of this research was to normalize the aggression questionnaire among student athletes in Mashhad city. The statistical population of the research was formed by the student athletes of the senior high school level in Mashhad city, out of which 300 people were selected using availability sampling method. The measurement tool used was the 15-question Sports Aggression Questionnaire (Makarowski et al., 2013) which includes 3 components (Go-ahead, foul play, assertiveness). The method of scoring the questions was based on a five-point Likert scale (from completely disagree=1 to completely agree=5). The face validity of the questionnaire was confirmed by professors specializing in sports psychology. The statistical tests used included, Cronbach's alpha coefficient as well as confirmatory factor analysis. The research findings showed the internal reliability (α=0.83) for the questionnaire of aggression in sports. Regarding construct validity and based on the amount of relationships and T-value, all the questions had a significant relationship with the components; therefore they could be a good predictor for their components. Also, regarding the relationships between the components and the concept of aggression, the results showed that all the components could be a good predictor for the concept of aggression. As a result, the internal and external validity of the model of "aggression in sports" was confirmed.