نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دوم شماره 5 (تابستان 1393)

The aim of this study was to investigate the effect of various techniques of mathematical creativity development on motivational and cognitive beliefs in mathematics among female students. The research method was pre-test and post-test design with a control group. The population of study includes every female students at guidance school in Mashhad city. 40 students were selected by multi-stage sampling method and were replaced in the experimental (n=20) and control (n=20) groups. The used tool included adaptive learning models questionnaire (Middleton and Midgley، 1997)، which consists of mathematics self-efficacy (motivational beliefs) and cognitive engagement (cognitive beliefs) subscales in math. Beginning، adaptive learning models questionnaire was performed as a pre-test on all subjects، then mathematical creativity program were run on experimental group while control group did not receive any training. After training sessions، adaptive learning models questionnaire was performed as the post-test on all subjects. Data was entered into spss software and was analyzed by using descriptive indexs and independent t test. Comparing the difference mean of pre-test and post-test of mathematical self-efficacy and cognitive engagement in two control and experimental groups showed mathematic performance of experimental group has increased rather than the control group at post-test. Therefore، mathematical creativity development has a significant influence on mathematical efficacy and cognitive engagement enhancement in math. Thus، we suggest to include mathematical creativity technique in desiging training courses to improve students’ math performance.

One of the fundamental human cognitive processes is problem solving. As a higher-layer cognitive process، problem solving interacts with many other cognitive processes such as learning، decision making and analysis. The purpose of this research was to prepare norm scores and determine the validity and reliability of parker''s problem solving inventory (PPSI) in B. A. college students. The samples were 360 persons that were selected in Guilan Payame Noor University by cluster random sampling method and completed PPSI and Cassidy & Long Problem Solving Style Questionnaire. The results of the factor analysis revealed that the inventory with four factor explained 59/18% of the total variance. Also، Results showed that Cronbach Alpha coefficients 0/84، test–retest reliability 0. 81 and split half was 0. 63 and Coefficient of correlation between with Cassidy & Long Problem Solving Style Questionnaire was 0. 65. The research emphasize that PPSI is a reliable and suitable instrument for measuring problem solving among Iranians.

The purpose of this study is investigating the role of goal orientation and metacognitive reading strategies in predicting academic motivation in university student. The participants were 150 male students those were selected by using simple random sampling method. For assessing the research variables، the participants completed two measures: The Academic Motivation Scale version for student، Achievement Goal Questionnaire and metacognitive reading strategies questionnaire. Data were analyzed through Pearson correlation coefficient and multiple regression methods. The results showed that there are significant relationship between goal orientation performance-approach، mastery - avoidance، metacognitive strategies in reading and intrinsic motivation. Between goal orientation performance - approach، performance - avoidance and extrinsic motivation was a significant relationship. Was observed significant relationship between goal orientation performance-approach، mastery - avoidance، and amotivation. The results of regression that coefficients showed that goal orientation performance-approach، mastery-approach and metacognitive reading strategies can predict intrinsic motivation and goal performance - avoidance can predict extrinsic motivation and amotivation. With regard to the results، achievement goals and metacognitive reading strategies related to academic motivation and should be emphasized in academic settings.

Alienation is the state or experience of being isolated from a group or an activity to which one should belong or in which one should be involved. Adolescents who are alienated often become adults who are socially alienated، who live in poverty، and who are politically powerless. The aim of current research was multi level analysis of the relationship between school culture، basic psychological needs and adolescents'' academic alienation. 1029 high school students of Urmia city were randomly selected through multiphase cluster sampling method and answered to academic alienation، school culture and basic psychological needs questionnaires. Using HLM software for data analysis، the findings revealed that in individual level basic psychological needs (autonomy، competence and relatedness) had negative and significant effect on academic alienation. In school level، the effects of students-teachers relationship and educational opportunity on dependent variable were negative and significant. But the effects of students'' relationships and normative expectations weren''t significant. In general، research findings emphasize on multi level factors roles in studying academic alienation.

The present study was done with the aim of presenting a model for predicting computer anxiety of Fars province Payame Noor University students based on Dweck’s cognitive-social approach regarding intelligence beliefs and goal orientations through path analysis. To do this، 523 students (320 female and 203 male) were selected through multistage cluster and stratified ratio sampling and answered to a questionnaire composed of intelligence beliefs، achievement goals and computer anxiety subscales. Results showed that entity intelligence beliefs have indirect positive effect on computer anxiety through the mediation of performance-avoidance and performance-approach goals. Incremental intelligence beliefs have indirect and negative effect on computer anxiety through the mediation of mastery goals. Moreover، the goodness of fit indices of the fitted model for predicting computer anxiety provided empirical support for application of Dweck’s cognitive-social approach in an instructional context different from the instructional traditional one.

The present paper aims to investigate the relationship between academic optimism and academic achievement in boys high schools students of districts 6، 9 in Tehran city. Descriptive- correlation method was used. The statistical population consists of all the students of those schools (14304 student). According to Morgan table، 375 students were selected as samples. Multistage sampling method was used in this research. Student academic optimism questionnaire (Tschannen-Moran et al، 2013) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (students academic optimism =α0. 923). To analyze data inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between student­''s academic optimism and academic achievement in boys high schools of districts 6، 9 in Tehran city. [2] Among students academic optimism dimensions (students academic press، students trust in teachers، students identification with school)، students academic press accounted for the highest degree of variance in academic achievement.

In recent decades، creating and fostering self-regulated learning skills in students has become one of the educational goals. thus، The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University of Mashhad. The research method was descriptive correlational. Statistical population included all undergraduate students of Ferdowsi University of Mashhad. The statistical population mentioned a size sample of 352 individuals (30% male and 70% female) were selected by random stratified relative. Research instruments were the “Perception of Parents Scale” (POPS).، and the “students achievement goal orientations & -motivated strategies for learning questionnaire (MSLQ)”. Data was analyzed by using both descriptive (Mean، and standard deviation) and inferential statistics (Pearson correlation، Multiple regression، Multivariate Analysis of Variance). The results of Pierson Correlation Coefficient revealed that there is significant and minus relationship between Authoritarian style with self-regulatory and cognitive learning strategies (P<0/05). But there is significant and positive relationship between Authoritative style with self-regulatory and cognitive learning strategies. Results of multiple regression revealed that self-regulatory and cognitive learning strategies can be predicted by Authoritative style (P<0/05). In addition، the results of MANOVA indicated that there is significant difference between male and female students in authoritative styles، self-regulatory and cognitive learning strategies (P<0. 05). but there is significant difference between in educational groups only in self-regulatory learning strategies. Parents must be informed of the results of the research and the correct style of parenting as pamphlets، workshops، special sessions and had taught them.