نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دوم شماره 8 (بهار 1394)

The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all high school girl students in the school year 1391-1392 in Isfahan city that sample groups were randomly selected among them by cluster sampling method. measurement instruments in the study was demographic questionnaire and Sherer self-Efficacy Scale (SES) that performed after intervention the post – test، and follow up test was performed four months later. findings were analyzed by using descriptive and inferential statistical test and software SPSS-20. The results of covariance analysis showed that presenting intervention based on metacognitive techniques training cause increasing 71/2% of self-efficacy in post-test step and increasing 70/6% of This feature in follow up step (P≤005). Based on findings of this study can conclude that presenting intervention based on metacognitive techniques was effective in increasing self-efficacy; thus this study suggested using metacognitive techniques in order to increasing self-efficacy in students.

The aim of this study was to determine the relationship between the Kolb learning style and positive and negative academic emotions with self - regulation. The research method was descriptive and correlation. The population of this research consisted of all high school students of Saqqez city (7000 student) in 2013-2014 school year. To achieve our aim، first، 363 students (182 female and 181 male) were selected by multiphase cluster random sampling from this population as samples of this study. Then، the academic emotions questionnaire of Pekrun، Geuetz، Frenzel (2005)، strategies forself regulated learning Questionnaire of Pintrich and De Gegroot (1990) and kolb learning style inventory (2007) were used as instruments for data collection. The data were analyzed by using mean، standard deviation، Pearson correlation، and step by step regression. The results showed that there is no meaningful relation between Kolb learning style and self - regulation learning. Enjoy of classroom and hope was positively associated with self - regulation and، anxiety، boredom and anger was negatively associated with self- regulation. The results of stepwise regression analysis reveals that learning styles and academic emotions describe 29 percent of self - regulation. Academic emotions can predict self regulation learning that enjoy of classroom was the best predictor of self - regulation among them.

In recent years، more attention is paid to the more subtle aspects of school life such as students'' well - being. Therefore، knowing personal and social factors related to well - being is necessary. The aim of this research is to study the relation of self- regulation and communal mastery to psychological well - being. The research is correlational and the sample consisted of 300 (130 male، 170 female) students from Shiraz schools were chosen by multistage random cluster sampling. They completed self - regulation (Bouffard et al.، 1995) communal mastery (Hobfoll، 2000) and psychological well-being (Ryff، 1989) Questionnaires. For data analysis، Pearson correlations and stepwise regression analysis were used. The results indicated a significant positive relationship between the dimensions of self - regulation (metacognition، cognition & motivation) and communal mastery to psychological well-being. Also، the results showed that metacognition، motivation and communal mastery could explain 26% of psychological well-being variations. In sum، these results showed that teachers must remind students the importance of personal efforts and proper help - seeking.

The aim of this research is studying the relationship between the variables of Intelligence beliefs، epistemological beliefs، and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the hypotheses، a sample of 600 students from Payame Noor University centers were selected randomly by using multiple cluster sampling and stratified sampling، and answered a self - report questionnaire consisting scales of the epistemological beliefs (Schommer، 1993; revised by Manavipour، 2012)، educational self-efficiency and self-regulated learning strategies (Pintrich & De Groot، 1990)، intelligence beliefs (Abd-El-Fattah & Yates، 2006)، and achievement goals (Middleton & Midgley، 1997). Results indicated that the proposed causal model after revision enjoys a good fit index، and the variables described 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general، according to the results of this study، intelligence beliefs not only have a direct effect but also can indirectly have an impact on students’ self-regulated learning strategies through epistemological beliefs، achievement goals، and educational self - efficiency. Also، Results indicated that students’ intelligence beliefs، especially incremental intelligence beliefs، through the mediation of epistemological beliefs، achievement goals، educational self - efficiency، can be effective on students’ self - regulated learning strategies and finally their performance. Therefore، it is essential that these beliefs be enhanced through enriching the living and learning contexts.

This research is studying the relationship between ProfessionalCompetencies and psychological empowerment of high school teachers in the county of shirvan. The method of the research is descriptive correlational in collecting data، and is applicative in purpose. The statistical Population of this study consisted of all high school teachers (329 teachers) in the county of shirvan in school year 2014-2015 That 177 teachers were selected as sample by using Cochrane formula. data were collected through modified ProfessionalCompetencies questionnaire by Karimi (2009) and psychological empowerment questionnaire by Spreitzer and Mishra (1997) and The reliability of questionnaire was estimated by Cronbach’s alpha coefficient (professional competencies: 0/928 and pschycological empowerement: 0/838). for analyzing data، descriptive statistics (mean، standard deviation and percent) and inferential statistics (kolmogorov-smirnov tests، one-sample t-test، Pearson coefficient of correlation and Stepwise regression analysis.) were used. The main findings are: 1) professionalcompetencies of high school teachers in the county of shirvan is above of average and assumed mean. 2) psychological empowerment of high school teachers in the county of shirvan is above of average and assumed mean. 3) A positive relationship was found between general indicator of professionalcompetencies and psychological empowerment of high school teachers in the county of shirvan (r=0/833). 4) Three components، Intellectualcompetence، Behavioralcompetence and professional ethicscompetence have a significant contribution in prediction of psychological empowerment of teachers.

In addition to the personal factors of memory، Test properties can affect the student''s information retrieval. The research aim was to study question type effect and questions processing level on everyday students memory performance. The method of research was factorial experimental with two factors (question type and question processing level). By using random category sampling، 128 students in boukan payame noor university were selected and were divided to four groups، by randomly sampling. The groups have no different in Wechsler Memory Scale. The research instrument was educational text about quantum physics. Each of four group gets one kind of four tests (1-recognition/ surface processing 2-recognition/deep processing 3- recall/surface processing 4-recall/deep processing). Text and tests validity and reliability were confirmed. Results revealed that the effect of processing level on memory performance was significant (f=3. 344 & p<0. 05). Memory performance in deep processing questions was significantly different from memory performance in surface processing questions. Research suggestion is to proceed to deep processing questions especially in recognition tests.

The purpose of this study was to study the relationship between perfectionism dimensions and state/trait anxiety among high school gifted students in Shiraz. The sample of this study included 203 high school students (100 male and 103 female). Data of research was collected by questionnaire of negative and positive perfectionism by Terryshort & et al (1995) and State/Trait Anxiety Inventory questionnaire by Spielberger & et al (1970). Then data were analyzed through multiple regression analysis and independent T test. The results revealed that there is a negative meaningful relationship between positive perfectionism with state / trait anxiety among high school gifted students. There is a positive meaningful relationship between negative perfectionism with state/trait anxiety among high school gifted students. Other result indicated that there is meaningful difference between groups of male and female on variables of subjects.