فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 7 (زمستان 1392)

This study aimed to investigate the effect of four teaching group discussion, question and answer, presentation, and lecture on creativity, achievement motivation and academic achievement among the students. To collect the data, Hermens Achievement Motivation questionnaire, Abedi Creativity questionnaire and researcher-made Academic Achievement test were conducted among 270 students of Alborz Farhangian University who were selected based on stratified random sampling method. Data analyzed through multivariate analysis of variance (MANOVA), one way analysis of variance (ANOVA), Tukey test. Findings reveal that group discussion, presentation, question and answer, and lecture teaching methods, respectively, have more effect on creativity, achievement motivation and academic achievement.

Generally, increasing rate of job leaving and displacement represents organization’s internal problems. Intention of the employees to stay with an organization is the sign of their conscious and deliberate tendency. This study aimed to investigate the relationship between psychological capital and job leaving tendency with an emphasis on the mediating role of burnout among primary school teachers. To this end, Luthans Psychological Capital questionnaire, Chloe, Gottlieb and Burnham Job Leaving questionnaire, and Maslach Burnout questionnaire were conducted among 312 randomly selected teachers of the normal and exceptional schools in Yasouj sub province. Findings reveal that psychological capital has an indirect, negative, and significant effect on job leaving of the teachers through the mediating role of burnout components; moreover, endurance as one of the psychological capital components has the most negative indirect effect and emotional burnout as one of the components of the occupational burnout has the most positive direct effect on job leaving tendency of the teachers.

Interest in school is students’ tendency to participation of daily activity of school such as: class participation, doing homework, and following the instructions of the teacher in class, and its absence is one of the factors contributing to the dropout. This study aimed to validate the scale of the students’ interest in school among students of the Ardabil in junior high school level. In this correlational and factor analysis (exploratory and confirmatory) study, 360 participants selected from among students of district 1&2 in Ardabil city based on multi-stage cluster sampling method to fill the form of interest in school. Exploratory factor analysis results indicate six factors with principal components analysis and varimax rotation: attention, obedience, belonging to the school, pay attention to the school education, self-regulatory and usage of cognitive strategies; moreover, confirmatory factor analysis confirms six factor model. It is concluded that Persian version of scale of interest in school has satisfactory psychometric properties in Iranian society which is used in different educational and research conditions.

This study aimed to investigate the relationship between personality’s dimensions (loyalty and modernism) and self esteem and educational procrastination among the students of the Farhangian University in Markazi province. To this end, 412 participants selected from among 1500 students of the aforementioned province based on cluster sampling methods. In this descriptive study data collected through conducting the Academic Procrastination questionnaire, Five Personality Traits Inventory (NEO) questionnaire, and Coopersmith Self esteem Inventory (SEI) questionnaire; then, analyzed through SPSS statistical software via multivariate regression analysis and multivariate correlational analysis. Findings reveal that there is a significant relationship between personality’s dimensions (loyalty and modernism) and self esteem and educational procrastination; moreover, loyalty, modernism and self esteem are suitable predictors for educational procrastination.

This study aimed to identify the relationship between educational motivation and predictive self-regulatory strategies of the academic achievement in male senior high school students in Qarchak sub province. 300 participants selected from among 1400 male students of sub province in senior high school grade based on Morgan; then, cluster and random sampling methods. In this descriptive, correlational study, data collected through 28-item questionnaire of Educational Motivation and 44- item questionnaire of Self –regulatory Learning Strategies. To analyze the data, regression analysis were run. Findings reveal that there is a significant relationship between educational motivation, self-regulatory strategies and academic achievement; moreover, there is a significant relationship between components of internal motivation, external motivation, and reluctance and academic achievement.

Educational neglecting is a deliberate delay in doing the homework and postpones the educational issues until the last minute which has the numerous negative consequences. This study aimed to design and educate the training package to reduce the educational neglecting and increase the academic achievement of the students. In this quasi experimental study, 28 nonchalant female bachelor students of the Tehran University selected based on targeted selection method; then, they randomly divided in to control and experimental groups. Training package as an instrument of the study composed of 5 parts such as: Understanding the concept of educational neglecting, perfectionism, proper goal setting and time management training, Understanding how to know their field of study, education and persuasion to evaluate their academic goals. Validity of the instrument was confirmed by the specialists and coefficient of the agreement among them was 5.5. To analyze the data, dependent and independent T test, and mixed analysis of variance were run. The study hypotheses were confirmed to reduce the educational neglecting (sig=0.002) and to increase the academic achievement of the students (sig=0.04). Findings reveal that educational neglecting as a prevalent problem among students can be reduced and intervened to achieve to the positive and valuable outcomes.