جستجوی مقالات مرتبط با کلیدواژه « اشتیاق تحصیلی » در نشریات گروه « علوم اجتماعی »

Successful intelligence can improve many psychological and academic characteristics, and considering the importance of emotional self-awareness and academic engagement, the present study was conducted with the aim of determining the effectiveness of education based on successful intelligence on emotional self-awareness and academic engagement of secondary school students.

This was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The population of the current research was all students of the tenth and eleventh grades of theoretical branch of Saveh city in the academic years of 2022-3, which the sample size was calculated according to G Power software equal to 25 people for each group. Therefore, 50 people were selected by a targeted method and randomly replaced into two experimental and control groups. The experimental group received 10 sessions of 75 minute of education based on successful intelligence, and the control group did not receive any intervention during this period. The research tools were included the revised emotional self-awareness questionnaire of Rieffe et al (2008) and academic engagement questionnaire of Schaufeli et al (2002), which whose psychometric indicators were confirmed. In this study, to analyze the data were used from analysis of variance with repeated measurements and Bonferroni's post hoc test in SPSS software.

The findings showed that there was a significant difference between the experimental and control groups in the post-test and follow-up phases in terms of emotional self-awareness and academic engagement. In the other words, education based on successful intelligence increased the emotional self-awareness and academic engagement of second school students, and the results remained in the follow-up phase as well (P<0.05).

Considering the effectiveness of education based on successful intelligence on increasing the emotional self-awareness and academic engagement of secondary school students, to improve the psychological and academic characteristics of students can be used the method of education based on successful intelligence.

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement.

This research in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The statistical population of the current study was male senior students of Hamedan city in the academic years of 2020-2021 and about 4000 people. The samples of this study were 420 people who were selected by cluster sampling method and answered to the academic self-regulation questionnaire (Savari and Arabzade, 2013), basic psychological needs questionnaire (Gagne, 2003), revised family communication patterns scale (Koerner and Fitzpatrick, 2002) and academic engagement questionnaire (Schaufeli et al., 2002). For data analysis were used from Pearson correlation coefficients and structural equation modeling methods in SPSS-20 and Smart-PLS-3 software.

The findings showed that the academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement had a good fit. Other findings showed that basic psychological needs and communication patterns of conversation and conformity had a direct and significant effect on students' academic engagement and basic psychological needs, communication patterns of conversation and conformity and academic engagement had a direct and significant effect on their self-regulation (P<0.05). In addition, basic psychological needs and communication patterns of conversation and conformity with the mediation of academic engagement had an indirect and significant effect on students' academic self-regulation (P<0.05).

According to the results of the present research, to improve students' self-regulation can be met their basic psychological needs and can be improved their communication patterns and academic engagement through educational workshops.

Academic enthusiasm is a kind of psychological investment and direct effort to learn and master the required knowledge and skills. It can also explain the reason of academic failure. Therefore, this study aimed to predict academic enthusiasm based on family performance and academic resilience in primary school students in the academic year 2022-2023. The statistical population of the descriptive and correlational study included all fifth-grade students of Shazand, 232 of them were selected by random sampling method and using Morgan's Karjesi table. To collect data, Shofer's (2002) academic enthusiasm questionnaires, and Samuels’ academic resilience and family functioning questionnaire (FAD) was used. The data were analyzed using the statistical methods of the Pearson correlation test and multiple regression analysis simultaneously. The results showed that there is a positive significant relationship between resilience and academic enthusiasm. Moreover, regarding the role of families, there is a significant and direct relationship between academic enthusiasm and the component emotional companionship and relationship. The results of the regression analysis of the two variables of family role and resilience showed that the relationship component of the variable of family role and resilience can explain students’ academic enthusiasm. Since academic enthusiasm can be predicted from family performance and resilience, which is formed by the direct impact of parents’ behavior on students, through educating families we can strengthen this structure as one of the most important and influencing component for students’ success.

The purpose of this study was to investigate the relationship between transformational teaching and academic performance with the mediating role of academic passion in students.

The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of this study included 4300 students of at the Secondary school of Neka. The statistical sample was 353 participants that determined by the using Krejcie and Morgan table, and selected by stratified random sampling according to gender.Data were gathered by using three Questionnaires of Pham & Taylor transformational teaching (1999), Schaufeli et al academic performance (2002) & Beauchamp et al (2010) academic passion Questionnaires. Their reliability was calculated to 0.82, 0.86 and 0.82 respectively by the use of Cronbach Alpha. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS).

The results of this study showed that there is a significant relationship between transformational teaching and academic passion with academic performance. 53.7% of academic performance and 66.5% of academic passion is explained by transformational teaching. And the academic passion variable has a mediator effect on the relationship between transformational teaching and academic performance. Fit indices indicate that the proposed model is an appropriate fit.

Teachers 'use of transformational teaching methods and strengthening students' academic enthusiasm can improve their academic performance.

The existence of numerous economic and livelihood problems due to reasons such as: lack of industrial infrastructure, uneven development, inefficient economic policies and lack of fertile land have caused many residents of the villages of border areas of Kurdistan to turn to special border trade in the form of Kolberi. This has resulted in various negative cultural consequences. One of the cultural fields that have been greatly affected by border relations is education. Therefore, the main goal of the article is to analyze the meaning and the point of view and experience of the people of the border villages of Baneh and Marivan regarding border relations and its consequences in the academic life of the students of that region. According to the objectives, a mixed method has been chosen. The findings have been collected by questionnaire technique, in-depth individual and group interviews, as well as observation. In the quantitative section, 380 students were selected by random sampling. In the qualitative section, according to the type of subject, individual and group interviews were conducted with 38 people. The findings show that the mechanism of cross-border relations on youth education can be analyzed with such things as: transformation of the field and habits - smuggling as a cultural act - rupture of educational identity - encirclement of the mentality of dropping out of school - value transformation of confirmation - academic failure. The results in the quantitative part indicate that border relations (formal-informal) have a negative effect on all three dimensions of academic enthusiasm (behavioral, emotional and cognitive). This means that the more students are involved in economic issues, the less motivation and enthusiasm they have for learning and active participation in school and class, and they will be indifferent to doing their assigned homework.

The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education more and to increase his desire to go to school. Academic enthusiasm is usually used as a motivational structure that reflects the learner's commitment to education. Enthusiasm is an immediate state that includes emotional-motivational aspects and is focused on a specific subject or object or a specific person or behavior. Also, academic enthusiasm is a multidimensional construct. Its cognitive dimension implies the amount of student investment in learning activities such as self-direction and the desire to apply effort in academic affairs and use learning strategies. The aim of this study was to investigate the effectiveness of flipped classroom method on information literacy and academic motivation of female high school students.

The present study was applied in terms of purpose and quasi-experimental with pre-test-post-test group and one-month follow-up with control group. The statistical population included all female high school students in Ahvaz in the academic year 2019-2020. A sample of 50 people was purposefully selected and then randomly assigned to two experimental and control groups (25 people in each group). The research instruments were the Trails Information Literacy Questionnaire (2007) and the Academic Achievement Scale of Fredericks et al. (2004). The experimental group was provided with 8 sessions of 70-minute training of Bergman and flipped classroom method (2014) and the control group did not receive any intervention to analyze the data using inferential statistical methods (Repeated measures analysis and Bonferroni post hoc test) with Spss24 software used.

The results showed that the flipped classroom method on information literacy and academic motivation of students in the experimental group compared to the control group significantly increased their scores and this effect continued until the one-month follow-up period (P <0.05).

Based on the findings, it can be concluded that the flipped classroom teaching method increases academic enthusiasm and information literacy in secondary (second) students, and therefore, the planners of the educational system should introduce and explain more about this method to make it more useful for teachers in the teaching-learning process provide.

The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness.This research was conducted in a quasi-experimental manner including a pretest-posttest design with a control group. The statistical population of the study included all 11th grade students of Maragheh schools in the academic year of 2019-2020 with a number of..number of 581 people. After the implementation of the Queens and Nelson (1988) learned helplessness questionnaire, 136 of them were diagnosed as learned helplessness. Purposeful method was used for sampling. Therefore, 40 eligible volunteers were randomly divided into 2 groups (20 in the experimental group and 20 in the control group) and entered the study. Subjects in both groups completed the academic self-efficacy questionnaires of Owen and Framan (1988) and the academic motivation of Scavofili et al. (2002) in the pre-test and post-test stages. The experimental group underwent educational intervention on cognitive and metacognitive strategies of Karami et al. (2014) for 8 sessions. Significance level was considered 0.05 for all tests. The results showed that teaching cognitive and metacognitive to the participants in the experimenta group, increased their scores……of academic self-efficacy (P<0.001) and academic motivation (P<0.001) in the post-test According to the research findings, it can be concluded that students with learned helplessness believe that events are uncontrollable. If they are exposed to the teaching of cognitive and metacognitive strategies, their self-efficacy and academic motivation will increase..

The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.

This study was a descriptive from type of correlation. The study population was senior male students of districts 2 and 5 of Tehran city in the academic years of 2018-19. The sample size was estimated 604 people who were selected by multi-stage cluster sampling method. The research tools were included the academic engagement questionnaire (Fredericks et al, 2004), school engagement scale (Viga, 2016), school belonging scale (Arslan & Duru, 2017), academic achievement motivation questionnaire (Hermans, 1970) and average of the previous semester as an indicator of academic achievement. Data were analyzed with using Pearson correlation coefficients and path analysis methods in SPSS and AMOS software.

The findings showed that the mode of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation had a good fit. Also, all three variables of academic engagement, school engagement and school belonging on academic achievement motivation and academic achievement and the variable of academic achievement motivation on academic achievement had a direct and significant effect (P<0.05). In addition, academic engagement, school engagement and school belonging by mediated the academic achievement motivation had an indirect and significant effect on academic achievement (P<0.05).

According to the results to increase and promote academic achievement, it is possible to provide the basis for improving the academic engagement, school engagement, school belonging and academic achievement motivation.

The purpose of present  study was to determine the relationship between responsibility and academic engagement by mediation of self-concept among the Warfare Victims’ Children High School of East Azarbaijan Province. The research design was descriptive and correlational. The statistical population consisted of all students of the sacrificial children who were studying in the schools of East Azarbaijan during the academic year of 1397-98. out of this population, 332 individuals were selected through multi-stage random sampling. Data were gathered using an Academic Fredricks engagement questionnaire (2004), Kourdloo responsbility questionnaire (2010), and Beck and Steer self-concept questionnaire (1978). Hierarchical regression analysis and Sobel test were used to analyze the data. The findings showed that there is a significant statistical relationship between academic engagment with responsibility and self concept. Responsibility alone accounts for only 7%, but with the concept of self-control, 23% of the variance in academic engagment. The Sobel test showed that the effect of the self consept as a mediator was significant [P <0.01, z = 6.26). The notion of self as mediator plays a role in the relationship between academic passion and responsibility

Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students.

This study was cross-sectional from type of correlation. The study population was female high school students of Tehran city in the 2019-20 academic years. The research sample was 350 students who were selected by multi-stage cluster sampling method. In addition to the demographic information form, to collect data were used the questionnaires of academic engagement (Fredericks & et al, 2004), school climate (Lee & et al, 2017), quality of life (War & Sherbourne, 1992) and self-regulation (Bouffard & et al, 1995). Data were analyzed by structural equation modeling method in SPSS-22 and LISREL-8.8 software.

The results showed that the mode of academic engagement based on school climate and quality of life with mediated self-regulation in students had a good fit. Also, school climate had a direct and significant effect on self-regulation and academic engagement, quality of life had a direct and significant effect on academic engagement and self-regulation had a direct and significant effect on academic engagement (P<0.05), but quality of life had not a significant effect on self-regulation (P>0.05). Other results showed that the school climate with mediated self-regulation had an indirect and significant effect on academic engagement (P<0.05), but the quality of life with mediated by self-regulated had no significant effect on academic engagement (P>0.05).

According to the results, to improve students' academic engagement can be done by improving their school climate, quality of life and self-regulation.

The value priorities of individuals are influenced by a variety of factors that affect individuals' social behaviors and actions. The present study was conducted to investigate gender differences in students' value system, Engagement, social competence, and cognitive styles. The statistical population of this study included all undergraduate students of the University of Tehran in the academic year 1397-98. The research sample was 150 male and female students of Tehran University who were selected by stratified random sampling. The value system questionnaire, the engagement of students’ scale belongs to Gunuc & Kuzu, Hart's competence perception, and the carton cognitive styles questionnaire were used to collect information. Data were analyzed using multivariate analysis of variance. The results showed that male students scored higher on material values, cognitive competence, social competence, and physical competence. In using educational strategies and teaching methods, education professionals need to consider the gender and individual disparities of students based on physical, psychological, cultural, and spiritual aspects.

The feeling of belonging to school can be effective in adolescentschr(chr('39')39chr('39')) positive perception of themselves, others, communication and interest in others, as well as a sense of responsibility for school affairs. The purpose of this study was to explain the role of school belonging in predicting studentschr(chr('39')39chr('39')) academic motivation and academic self-efficacy of secondary school students in Tabriz.

The present study was a survey research. The statistical population of the present study included all male high school students in Tabriz who through cluster random sampling 299 high school students (92 in mathematics, 101 in experimental sciences and 105 in science Human) were selected. The research instruments were Barry School Feeling Questionnaire (2004), Frederick Academic Achievement Questionnaire (2004) and Jink (1999) Academic Self-Efficacy Questionnaire.

Pearson correlation analysis showed that there is a significant and positive correlation between the variables of connectedness with school, academic enthusiasm and self-efficacy. On the other hand, the results of linear regression analysis indicated that the school-related dimensions predicted a total of 0.71 of academic enthusiasm changes and 0.31 of student self-efficacy changes. From the dimensions of connectedness with school, four subscales of participation, positive feelings, membership, and academic participation predict meaningfully academic enthusiasm. Also, the following sub-scales of teacher support, respect and scientific participation are a significant predictor of student self-efficacy.

The findings of the present study are important implications for psychologists and school counselors about the role of belonging to the school in the enthusiasm and better academic performance of high school students.

The purpose of this study was to prediction of academic self-handicapping based on academic engagement, resilience and tolerance of distress in female students. The descriptive- correlation method was used. The statistical population consists of all the female students’ high school Tehran city in year academic 20172018 to 82099 female students. According to cluster random sampling method, 400 female students were selected as samples and they were asked to fill in the self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004), resilience scale of Conner and Davidson (2003) and distress tolerance scale of Simons and Gaher (2005). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, resilience and tolerance of distress with academic self-handicapping (P<0/01). Regression analyses also revealed that 70/7 of variance of academic selfhandicapping was explained by academic engagement, resilience and tolerance of distress. This study confirmed the significant contribution of p academic engagement, resilience and tolerance of distress on academic self-handicapping