جستجوی مقالات مرتبط با کلیدواژه « academic achievement » در نشریات گروه « علوم اجتماعی »

The present study has investigated the effect of the teacher's emotional relationship with the students. One of the important challenges in mathematics education is the lack of positive emotional communication between teachers and students. Unfortunately, this has caused negative thoughts and views in the minds of students and their parents regarding mathematics lessons. The continuation of this process, which means inconsistency in effective communication, has led to disinterest and even hatred and disgust of many people towards mathematics lessons. The first goal of a math teacher in the atmosphere of this course should be to establish a friendly and supportive relationship with students. Such a goal can only be achieved by the interaction between the teacher and the student. The first few days of school and the first meetings of students with the teacher are very important in this regard. Therefore, he paid special attention to it. New teachers usually hear from older teachers not to laugh in front of them until the students respect them. Because they believe that students should fear the teacher in order to respect him, but motivational theorists say that you should show students that you are interested in them and that they can trust you and if they need any help, you refer. Unlike pilots and architects or surgeons, teachers have not received intensive training in the skills of their profession.

Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes.

The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights.

Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement.

The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

The main nutritional problems of the country are malnutrition due to low protein and energy intake (PEM), iodine deficiency, iron deficiency and anemia caused by it. Vitamin A deficiency and other deficiencies including B vitamins such as vitamin B2 and vitamin D deficiency have also been reported in children. The increase in need during this period is significant, especially in children who need more nutrients and micronutrients such as iodine and iron in growth spurts. The difference in need between girls and boys, especially during puberty, is due to the difference in the age of puberty, and after that, the need for iodine and iron is higher in girls. But after puberty, the balance of hormones in boys is such that the growth of the thyroid gland stops due to iodine deficiency in them, but in girls, the need still exists until pregnancy. For this reason, after puberty, goiter is 5 to 6 times more common in women than men. The analysis of the findings shows that there is a significant difference between the learning level of students who have used proper nutrition and students who have not received proper nutrition. Also, the level of learning in students who are fed is higher than the level of learning of students who did not use proper nutrition.

The main objective of this study is to know and understand the mind of every individual regarding gender difference and math anxiety influence on boys’ and girls’ performance in mathematics because many researchers have found out that there is no clear distinction on it. 60 students were randomly chosen from a total of 1531 students in Sherubtse College to be the respondents in this study and enrolled in spring 2021. There were 32 males and 28 females among the 60 respondents. The quantitative method was used for this study as the data were reliable and generalized to a larger population. In addition, the stratified random sampling was and the participants randomly from the first, the second, and the third-year base on their gender were selected. Firstly, the descriptive statistical test was conducted SPSS software to examine the significant differences between independent variable that is gender and other dependent variables such Indicators of Math Anxiety (IMA-Total) based on Parkinson's Four Factors of Emotion Theory, Math Anxiety Questionnaire for Adults (MAQA-Total), and Mathematics Anxiety Rating Scale (MARS-Total) to observe gender differences regarding math anxiety amongst male and female students in the college. The statistical t-test determined that whether there was a significant difference in level of math anxiety between the two different groups such as male and female in general. The descriptive statistics indicates that there is no significant difference in math anxiety between male and female students however, there is a slight difference between gender and math anxiety in the college. The results of this study showed that there is no significant difference regarding math anxiety between male and female students of the Sherubtse College. Therefore, it can be mentioned that linking mathematics as a male dominance is incorrect and it is a stereotype because no such substantial difference was found in the study to reject the null hypothesis.

This study aimed to explore students' experiences with AI-assisted self-study, focusing on their engagement with AI tools, learning outcomes, perceived challenges and limitations, available support and resources, and overall perceptions of AI in education. Employing a qualitative research design, this study conducted semi-structured interviews with 20 students who have used AI tools for self-study. Participants were selected through purposive sampling to ensure a diverse representation across different academic disciplines, levels of study, and demographics. Thematic analysis was used to identify patterns and insights within the interview data. Five major themes were identified: Engagement with AI Tools, Learning Outcomes, Challenges and Limitations, Support and Resources, and Perceptions of AI in Education. Students reported positive impacts of AI on engagement and learning outcomes, including enhanced knowledge retention and skill development. However, technical issues, content limitations, and concerns about data privacy were highlighted as significant challenges. Support from AI in terms of tutoring and guidance was deemed beneficial, while perceptions of AI in education ranged from optimism about future possibilities to concerns about ethical implications. AI tools can significantly enhance self-study by providing personalized and interactive learning experiences that cater to individual student needs. While the potential benefits are substantial, addressing technical, ethical, and accessibility challenges is crucial for maximizing the positive impacts of AI in education. This study underscores the importance of ongoing dialogue and collaboration among educators, students, and technology developers to align AI tools with educational goals and ethical standards.

One of the main goals of the education system is to improve the academic performance of students. Therefore, the aim of this study was to comparison the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation and achievement of seventh grade students.

This was a quasi-experimental study with pretest and posttest design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and research-made academic achievement test and analyzed by multivariate analysis of covariance and Bonferroni post hoc test in SPSS software.

The findings of the present research showed that both methods of Gagne’s educational model and Keller’s educational-motivational model in compared to the control group significantly increased academic motivation and academic achievement of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation and academic achievement (P>0.05).

According to the results of this study, to increase and promote academic motivation and academic achievement of students can be used both methods of Gagne’s educational model and Keller’s educational-motivational model.

Virtual education is currently viewed as one of the kinds of formal education due to the prevalence of Corona disease. Virtual education is a collection of educational activities that are performed utilizing electronic devices including audio, video, computer, and network. On the other hand, cultural intelligence indicates the ability to be useful between various cultures, and these abilities can be trained to individuals and have been identified in four dimensions: motivational, cognitive, metacognitive, and behavioral. Additionally, academic achievement symbolizes students' success in one or more subjects (such as comprehension, reading comprehension, or numerical calculation), such advancement is measured by determined academic subjects and has indices such as the desire to study, self-esteem, motivation for progress, and creativity. This study aims to examine and explain the effect of virtual education on cultural intelligence and academic achievement of high school students and the statistical sample of this study is male and female high school students in Tehran's fifth district that 357 students were selected randomly based on Cochran's formula and were examined in a survey form. This research is based on Earley and Ang's theories. According to them, cultural intelligence refers to the degree to which citizens identify the cultural indices of society, which it is possible to be in four dimensions: cognitive, metacognitive, behavioral, and motivational in any community. Findings show that there is a perfect correlation between cultural intelligence indices. Additionally, indices of academic achievement are extremely affected by indices of cultural intelligence. Lastly, the findings explain that there is a relationship between virtual education and cultural intelligence with Pearson and Chi-square correlation coefficient equal to 42.791, and virtual education and academic achievement with Pearson and Chi-square correlation coefficient equal to 21.3425 and cultural intelligence and academic achievement with correlation coefficient of Pearson and Chi-Square equal to 22.9075. In other words, there is a direct and significant relationship between the variables of virtual education and cultural intelligence, virtual education, and academic achievement, cultural intelligence, and academic achievement. So that increasing one variable increases another variable and also decreasing one variable decreases another variable. In general, virtual education as one of the most significant types of formal education that is presently very widespread in schools can increase and develop communication between students and cultural exchange, which if planned in the dimensions of virtual education and also cultural intelligence, will be possible to provide the conditions for academic achievement.

Academic achievement is one of the important indicators of human capital in any society and social capital as a facilitating social phenomenon affects academic achievement. The purpose of this paper is to study the relationship between social capital indicators and students' academic achievement. The theoretical approach of this article refers to the function, facilitation and capacities of students in the field of social capital, which can be related to academic success through indicators such as (communication, participation, trust, security and cohesion).The methodology of the present study is descriptive-correlational and the study population is male high school students in Ghaen city in Khorasan Razavi that have been selected based on cluster-random sampling method and the sample size of 155 people has been obtained through Cochran's formula; and using a self-made interview questionnaire, information was collected from the respondents at the level of sequential assessment. Through descriptive and inferential tests, respondents' information was analyzed with SPSS software Cronbach's alpha for the social capital variable is 0.734 and for the academic achievement variable is 0.710. The weighted average of the independent variable and its components is between 58.6- 74.7 and for the dependent variable and its components is between 65.7- 78. Among the indicators of the independent variable, social capital (social interactions) and among the components of the indicators of academic achievement had the highest rate. Based on the results of the hypothesis, between the components of the independent and dependent variables, a significant relationship with moderate intensity can be observed between some of these components. In addition, social interactions, social participation, social trust, social security and social cohesion had the highest relationship with the dependent variable, respectively.

There is no doubt that one of the most important educational management and planning tasks of schools is to encourage youth to participate and cooperate in all matters. They can engage students in various school affairs by developing appropriate educational planning. This can help youth feel useful and get away from isolation and boredom as one example of fulfilling a happy and joyful life. The present study was aimed at investigating the relationship between academic self-regulation and metacognition with students’ academic achievement.

This was an applied research and followed a descriptive correlational method in terms of data collection. The statistical population included all students in Gilan-e-Gharb. 110 of them were selected through multi-stage cluster sampling method to participate in the study. To collect data, the self-regulatory questionnaire and Connell Ryan (1989) and O’Neill and Abedi metacognition questionnaire were used.

The results showed a significant relationship between self-regulation and its dimensions including internal self-regulation, external self-regulation, cognitive self-regulation and internal motivation with student’s academic achievement. In addition, there was a significant relationship between metacognition and components of innovation and collaboration with students' academic achievement and the components of innovation and collaboration could predict students' academic achievement (P <0.05).

Teachers can play an effective role in students’ academic achievement by creating a climate of collaboration and assistance among students in addition to creating a positive attitude toward the environment.

The purpose of this study was to identify and rank the dimensions and components of the pre-school and post-secondary model of academic participation in Karaj Secondary Schools.

The research method was applied in terms of purpose, and in terms of data collection method, it was a consecutive exploratory mix. The statistical population of this research was in the quantitative section, high school teachers in Karaj in the academic year 2017-18 which included 786 educational units and 17732 teachers. In order to execute the questionnaires, stratified random sampling method was used and a sample of 376 teachers was selected. In the qualitative section, the researcher collected qualitative data through a qualitative interview with 21 experts, in which the reliability of the collection was 77.6% by another researcher. The results of this section indicated that in the components of academic participation antecedents, classroom management components, educational leadership, instructional strategies, organizational climate, and physical environment, and in the outcomes section, learning ability, academic motivation, and academic self-efficacy and academic achievement. Were extracted.

The results showed that among the antecedents of academic participation, education management had the highest standard coefficient (0.98) and the lowest standard coefficient among these variables was 0.76 for education and culture strategies. In other words, educational management explained 96% of the variance in educational participation, while the two variables explained education and climate strategies 58% of the variance.

Education is generally influenced by five factors, including teacher, program, equipment, and educational environment. Each of these factors has characteristics that can have different effects on academic achievement and learning.