فهرست مطالب

  • پیاپی 21 (تابستان 1392)
  • تاریخ انتشار: 1392/06/25
  • تعداد عناوین: 8
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  • Mehdi Hajshamsaii, Hossein Kareshki, Seyed Amir Amin Yazdi Page 1
    one of the factors that affects compatibility and classroom behavior is self-regulation that little research has been done about. This study aimed to investigate the relation between student's self-regulation and incompatibility. The descriptive and correlational method was utilizedin order to recognize the relation between the variables. The Sample included 414 students in the third grade of secondary school in Sabzevar city (including 202 boys and 212 girls) which were selected by multistage cluster sampling method. Connell and Ryan educational self-regulation questionnaire and Sinha & Sing student’s compatibility questionnaire that their validity and reliability were proved administrated to gathering data. For examining the relation between student's self-regulation and incompatibility, the coefficient correlation and multiple regressions was used. The results indicated that there is a significant negative relationship between self-regulation and incompatibility (r= - 0/30, p=0/001). Multiple regressions revealed that self-regulation can predict emotional and social incompatibility. It was cleared that in self-regulation and incompatibility girl's score is higher than the boys'. The results revealed that gender creates an impression on self-regulatory and incompatibility (p<.05). According to the result the more is self regulation, the less is incompatibility. Providing learning environment and classroom structure that cause students self-regulation, will perform a major role in reducing incompatibility.
    Keywords: self, regulation, academic, incompatibility, student
  • Ladan Hashemi, Morteza Latifian, Maghsoud Hosseinchari, Mahboubeh Foladchang Page 19
    The purpose of this study was to provide a better understanding of the link between positive and negative perfectionism and academic procrastination by examining the role of task value as a mediator in the relation of these constructs. For this study, the data were collected from 850 college students from Azad Arsanjan University. To test hypothesized model, the following four instruments were administered to participants: Task value subscale of Motivated Strategy for Learning Questionnaire (pintrich et al, 1990) Multidimensional perfectionism Scale (Hewitt & Flett, 1991); Multidimensional perfectionism Scale (Frost et al, 1990) and Academic Procrastination Scale (Solomon & Rothblum, 1984). To examine the reliability of the measures Cronbach's alpha coefficient and to determine validity factor analysis method were used. In order to examine research hypotheses, the statistical procedures suggested by Frazier et al. (2004) and Hoyle and Smith (1994) were followed. Structural equation modeling (SEM) was conducted to test the meditational effect by using LISREL (8.5). The results reveal that hypothesized model fit the observed data. These findings suggest that positive and negative perfectionism both directly and indirectly influences academic procrastination and task value mediates partially the relationship between positive and negative perfectionism and academic procrastination. Implications of this study are discussed.
    Keywords: Positive Perfectionism, Negative Perfectionism, Academic Procrastination, Task Value
  • Akram Dortaj, Mehdi Lesani, Abbasali Rostami Nasab Page 43
    The purpose of this study was to investigate the effect of timemanagement skills education on self-efficacy of psychology students of Shahid Bahonar University of Kerman. This study was an applied and semi-experimental research. The Survey population was the Psychology students of Shahid Bahonar University. Initially, 44 psychology students were randomly selected and randomly assignment they were divided to experimental and control groups. A pre-test was taken from the two groups. Then the experimental group was exposed to training sessions while the control group did not receive any training. After the pre test, thepost-test was conducted to determine the effect of experiment. Subjects completed the Sherer and colleagues (1982) self-efficacy questionnaire in pre-test and post-test. Data were analyzed by analysis of covariance. The results showed that time management skills education have a significant effect on selfefficacy. It also showed that this kind of education doesnt have a significant effect on different genders, but the education has a significant effect with respect to the time of education.
    Keywords: education, time management, self, efficacy
  • Javad Hatami, Mina Pejmanfard, Mahsa Saleh Najafi Page 57
    The aim of the present study is to determine the relation of intelligence beliefs, achievement goals and procrastination. The sample included 280 students of Tehran university (150 girls and 130 boys) that have been selected randomly. They were assessed by three questionnaires: intelligence beliefs, achievement goals and procrastination. The results showed a positive relation between mastery- approach and procrastination and significant negative relation between performance- mastery, performance- avoidance goals and procrastination. Based on the results of the regression, the components of intelligence beliefs and achievement goals are able to predict procrastination changes. Furthermore, the results showed that in relation to the components of procrastination, mastery- approach, mastery- avoidance, performance- approach, performance- avoidance and incremental belief, boys have significant superiority to girls.
    Keywords: procrastination, intelligence beliefs, achievement goal
  • Jamal Salimi, Reza Mohamadi Page 71
    The aim of this study was to determine the study of the effectiveness of problem solving training on test anxiety in female students in the school year 1389-1390. Participants in this study were 459 female students of Sanandaj Azad University that complete the Spielberger test anxiety inventory (STAI). 50 Students that had the highest in (STAI) and were satisfied for the second phase of the study were randomly assigned to experimental and control groups. The experimental group received the 10 sessions, two sessions per week, five-stage training A Dixon and Glover to improve problem solving skills and the end of course both groups again completed test anxiety. Four months later, test anxiety in both groups was assessed. Covariance analysis results showed that problem solving training reduced test anxiety levels in experimental groups. This reduction in the fourth month still remained.
    Keywords: test anxiety, problem solving skills, learning, psychological aspect of learning
  • Reza Nourozzadeh, Mehran Farajollahi, Razieh Mansournia Page 85
    The aim of this study is the impact of life skills education on student's self-esteem in Neishabour school year 1389-90. It's an applied, surveyal descriptive research. The population was (3311 girls and 3561 boys) junior high school students of Neishabour, the subjects were chosen based on Morgan 692 (351 males and 341 females) and the sampling was random stratified. For collecting data, the Cooper Smith questionnaire whose reliability is 0.87 was used. Data analysis was performed using Student's t test and multifactor ANOVA. The findings suggest that the impact of life skills education on student's self-esteem was greater on girls. Findings also showed that the effect of life skills education on student's self-esteem of different regions and grades was not significant. According to the research findings it is suggested to include life skills education in the curriculum.
    Keywords: life skills, self, esteem, school students
  • Amin Hosseini Shavoon, Hosseiali Jahed, Faranak Mokhtarian Page 101
    The aim of this study was to examine the relationship between organizational culture and the establishment of knowledge management in Tarbiat Moddares University. Staff and faculty members constitute the present study population. To collect data the organizational culture and knowledge management, Questionnaire was used. The results showed that organizational culture and knowledge management are relatively favorable. There is a significant relationship between organizational culture and components of the organizational culture including management support, organizationalbelonging, personal creativity and leadership styles to the establishment of knowledge management. However, there is not asignificant relationship between compromise and conflict and the establishment of knowledge management. We can conclude that for the establishment of knowledge management, organizational culture is more important than the technology and the like. Therefore, to maintain and strengthen cultural characteristics influencing the establishment of knowledge management should be a priority for the Apriority University.
    Keywords: organizational culture, knowledge management, University, Higher Education
  • Maghsood Amin Khandaghi, Mahvash Kazemi Gharache Page 133
    This study aimed at investigating the impact of engineering student's attitudes toward electronic learning on their collaboration on electronic learning environment in Ferdowsi University of Mashhad, Iran. The research population of this descriptive survey included all girl and boy students enrolled in electronic courses of physics and differential equations field at the University in academic year of 2010- 2011. The sampling method was stratified random one. Attitude Questionnaire and Ldguidi participation Questionnaire were used for systematic study of the student's attitudes. The findings showed that there is a significant difference between student's positive or negative attitudes toward electronic learning and their collaboration on electronic education environment. Students with positive attitudes participated more actively than those with negative attitudes. Gender had no significant effect on positive and negative attitudes and mathematics and differential equation teaching approach. There was not any significant difference between girls and boys as to collaborative learning. Moreover, there was a significant difference in collaboration rate as to positive and negative learning approaches.
    Keywords: e, learning, attitudes, participation, e, learning environment