فهرست مطالب gholamhossein entesare foumani

The purpose of this study was to The effectiveness of ethical intelligence training in educational ethic and educational self-efficacy in tenth grade female students. The research method was experimental with unbalanced control group design. The statistical population consisted of 771 students of 10th grade girl students in zanjan city in the academic year of 2017-2018. 1 experimental group and 1 control group were divided and replaced. Subjects in both groups completed the questionnaires of academic ethics and academic self-efficacy in pre-test and post-test. The experimental group received 11 sessions of 90 minutes of ethical intelligence training while the control group did not receive any intervention. Results of covariance analysis showed that moral intelligence training had an effect on increasing students' academic ethics and academic self-efficacy (P˂0.001). Overall, the results of this study showed that to increase students' academic ethics and academic self-efficacy, using ethical intelligence training is effective.

Goal: 

The purpose of this study was to comparison of the effect of instruction of self-regulated learning and help-seeking strategies training to increase educational engagement and buoyancy of procrastinating students.

This research was a semi-experimental design with pretest-posttest design with two experimental and one control groups. The statistical population of this study included all non- public schools of the second grade of secondary schools in the first and second districts of rasht city (29 schools and 593 students) in the academic year of 2017-2018, among them 60 procrastinating students through solomon and roth blum (2013) questionnaires were randomly selected and randomly divided into 3 groups of 20 (2 experimental and 1 control groups). questionnaires educational engagement schofeli & et al (2002) and educational buoyancy of dehghani-zadeh & hossein-chari (2012) completed all of the subjects in the pre-test and post-test phases. Then, one of the experimental groups received 12 sessions of 90 minute under the instruction of help-seeking strategies, and the other experimental group was received 15 sessions of 90 minutes under the instruction of self-regulated learning. while the control group did not receive any interventions during this period. Data were analyzed using inferential statistics of multivariate analysis and bonferroni post hoc test.

The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational engagement of who were Procrastinating Students. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational buoyancy of who were Procrastinating Students.

Based on the results of this research, it can be concluded that the use of instruction of self-regulated learning and help-seeking strategies is used to reduce of procrastinating students.

The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non- public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires educational conscience McIllory and Bunting (2002) and educational buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased educational buoyancy and conscience of procrastinating students (P˂0.001). The result of this study showed that using self-learning learning strategies is effective in reducing procrastinating students.