جستجوی مقالات مرتبط با کلیدواژه "مدیریت زمان" در نشریات گروه "روانشناسی"

The aim of this research was Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Engagement. This research was quasi-experimental with a pretest-posttest. The statistical population of research included all female students with high test anxiety in senior elementary school in Chadegan City (the academic year: 1401-1402 AH), after the implementation of the test anxiety questionnaire of Abolghasemi et al. (1375 AH), 72 students were purposefully selected as a sample and then randomly assigned into 3 experimental groups and 1 control group, each consisting of 18 people. The experimental groups were taught time management training in 8 sessions of 60 minutes motivational strategies in 8 sessions of 60 minutes and self-regulated learning strategies in 8 sessions of 90 minutes and the control group did not receive any intervention. Then all four groups answered the Reeve and Tseng Academic Engagement Scale (2011) in three phases: pre-test, post-test, and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies were effective in increasing academic engagement )p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p=0.001). According to the research results, it is suggested to use these three educational packages to increase students' academic engagement.

The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major.

The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS.  

Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

The purpose of this study was to compare of the effect of metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students. The statistical population of this study included all female student high school Behbahan City in year academic 2018-2019, using a targeted sampling method, 45 of them were selected and randomly assigned to two experimental groups and one control group (each group of 15 Student). To collect data Test Anxiety Questionnaire of Spielberger, Gonzalez, Taylor, Algaze & Anton (1978) and Academic Self-Efficacy Questionnaire of Jing & Morgan (1999). This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent metacognitive strategies (6 sessions 90 minutes) and time management training (7 sessions 60 minutes), but the control group received no training. Data were analysed using covariance analysis. The results showed that metacognitive strategies and time management training was effective to decrease test anxiety and increase academic self-efficacy in students (p<0.01). Also, the results showed that metacognitive strategies had a greater effect than time management training on decrease test anxiety and increase academic self-efficacy in students (p<0.01). It can be used to metacognitive strategies training to decrease test anxiety and increase academic self-efficacy in students..

The Present Study Aims to Determine the Relationship Between the Mediating Role of Academic Engagement, And Self-Determination and Time Management of High School Students. The Analyzing Procedure Used in This Study Is Based on The Descriptive-Correlational Method. The Primary Statistical Population Is the Entire Female High School Students in Yazd (8860 Participants), From Whom 314 Students Are Selected for Conducting This Research, Through the Multi-Stage Random Cluster Sampling. The Research Instruments Are Three Questionnaires Consisted of Macan Time Management (1994), Self-Determination Guardia, Desi And Ryan (2000), And Rio (2013) Academic Engagement. In Order to Analyze the Data, Path Analysis Method and LISREL Software Are Used. The Findings Suggest That the Relationship Between Self-Determination and Time Management Is Positive, Direct and Meaningful. Moreover, Academic Engagement and Time Management Have A Positive, Direct and Meaningful Relationship. The Results Also Point Out That Not Only Self-Determination Have A Positive, Direct and Meaningful Relationship with Academic Engagement, But Also Self-Determination on Time Management Has an Indirect and Positive Relationship with The Mediating Role of Academic Engagement. It Can Be Concluded That by Creating Educational Environments That Prioritize the Satisfaction of Students' Psychological Needs, Academic Engagement Can Be Increased and Effective Time Management Can Be Helped. To This End, School Counselors Are Advised to Conduct A Workshop on Self-Awareness, Goal Setting and Communication Skills for High School Students and A Workshop on Time Management, Communication Skills and Classroom Management for Teachers.

 This study aimed to find practical solutions for developing teachers' professional knowledge based on students' psychological needs according to the two variables of academic engagement and Time control perception.

The research method was a correlation correlational research design. The statistical population was all-female secondary school students (N=8000). The participants were 316 female high school students (16-18 years old) who were selected by multistage random sampling method and responded to the Macan Time Management Questionnaires (1994), Gardia, Deci & Ryan (2000), and Reeve's Academic Engagement Questionnaire(2013). In this study, we used Deci and Ryan's self-determination theory to assess psychological needs (criterion variable) and Macan's time management theory to assess the perception of time control (predictor variable).

The statistical method is correlation and stepwise and multiple regression. Time management and academic engagement were predictors (18 - 21%) of variance in basic psychological needs. The mechanisms of goal setting and time management, and cognitive engagement were predictors of autonomy need. Total academic engagement (cognitive and acting) and perceptions of time control were predictors of the competence need. Academic engagement and time management mechanisms were identified as predictors of the relationship need.

This study examined individual components of the learning environment. It is suggested that environment components such as teacher-student relationships, learning, and teaching styles should be studied.

The aim of this study was to investigate the relationship between time management and self-efficacy with job stress of primary school teachers in Bojnourd. This is a descriptive correlational study and the statistical population consists of all primary teachers in Bojnourd in the year 1994-95 with a number of 850 people and a sample of 265 people has been selected. In this study, three job stress questionnaires of the British Institute of Health and Safety, Scherer and Maddox General Self-Efficacy Scale and Karami Time Management Questionnaire (1998) have been used. Multiple regression test and Pearson correlation coefficient were used to deduce the hypotheses. The results showed that in the best predictive model for job stress, time management and self-efficacy are able to predict the criterion variable. Time management has the largest share in predicting job stress. Also, there is a negative and significant relationship between self-efficacy and job stress at a level less than 0.05. This means that self-efficacy is related to job stress and with increasing self-efficacy scores, elementary teachers' job stress decreases. Also, there is a negative and significant relationship between time management and job stress at a level less than 0.01. This means that time management is related to job stress and with increasing time management scores, elementary teachers' job stress decreases.

The aim of this study was to investigate the relationship of self-regulation and time management with second period high school students’ educational procrastination. The method of present study was descriptive and its type was correlative. The population included all students of Bonab city at educational year of 95-96 which 346 students were determined by Morgan and Krejcie table as a sample size. Then, the samples were selected by multistage cluster sampling method. The Solomon and Rothblum questionnaire of educational procrastination, the Buffard and et al. questionnaire of self-regulatory in learning and the Truman and Hartley questionnaire of time management were used to collect data. The data were analyzed by using the Pearson correlation coefficient, multiple regression analysis and multivariate analysis of variance (MANOVA). The results of Pearson correlation showed that there was a negative and significant relationship between self-regulation and educational procrastination. Furthermore, there was a negative and significant relationship between time management and educational procrastination (P<0.01). The results of multiple regressions exhibited that in the self-regulating components, only the cognitive component as a significant predictor could predict educational procrastination and the coefficient of meta-cognitive component was not significant. Also, the results showed that among the time management components, only the long-term planning component could predict the procrastination as a significant predictor and the regression coefficient of short-term planning component was not significant. Therefore, in the context of student procrastination, these two variables should be considered.

The purpose of this study was to investigate the effectiveness of time management training on quality of life, behavioral delay and decision making in secondary school students. The design of this semi-experimental study was pre-test-posttest with unequal control group. The statistical population of the study included all secondary school students in Islamshahr in the academic year of 97-96. The research sample consisted of 30 students (15 control and 15 test subjects) who were selected through targeted sampling. Quality of life questionnaire (QOL) (1989), Solomon and Roth Blum (1984), and Akhbarizadeh's decision quality questionnaire (1394) were used to collect data. After the pre-test, time management training was provided to the experimental group during 8 sessions of 90 minutes (two sessions per week). After the end of time management education, both post-test groups were taken. For data analysis, covariance analysis was used. The results showed that time management education was effective on quality of life, depression and behavioral decision of second grade students (P <0.05).

Religion and faith are important aspects of human experience. Therefore, it is important to address the role of religious beliefs in marital life. The purpose of this study was to compare the relationship between religious orientation and marital satisfaction among married female teachers. This research is a descriptive-correlational study. The statistical population of this study is all second-grade female secondary school teachers working in the school year 1995-94. The sample size in this study is 60. Method Sampling was simple random sampling. In this research, data were collected from two Allport religious orientation questionnaires (1950) and Enrique's marital satisfaction questionnaire (1989). Data were analyzed using independent correlation and independent t-test. And analyzed. The results showed that there is a relationship between religious orientation and marital satisfaction. The results show that there is a negative relationship between marital satisfaction and religious orientation. Considering that increasing the score in the religious orientation questionnaire means decreasing the inner orientation and increasing the external orientation towards religion, it can be concluded that As individuals have more intrinsic religious orientation, their marital satisfaction is higher, and therefore, it can be claimed that religion as an effective factor in marital satisfaction can increase marital satisfaction. There is also no significant difference between married female teachers with associate degrees, undergraduate and postgraduate students in marital satisfaction and religious orientation. Therefore, the zero assumption that there is no difference in group approval and research hypothesis is rejected.

The purpose of this study was to compare the components of time management, occupational stress and quality of life of primary and secondary school principals. The research method used in this research is of a scientific-comparative type. The total sample size, which is 100 people in each of the three sections, was selected. The method of data analysis in this study is descriptive and inferential and t test was used. For collecting information, three standard questionnaires of the time management of Karami-e-Moghadam, Marja Agilarofa'i's job stress were life satisfaction. According to the average results of male primary school students, more than average male high school administrators, as well as average female primary school teachers, are more than average for middle school principals, and given that t is less than the table t, the difference between Gender in terms of time management is meaningful; that is, elementary managers (men and women) have been more successful in managing time from their high school level managers. Also, based on t test, there is a significant difference between physical symptoms and anxiety And social function; however, the value of t obtained in depression indicates that there is a significant difference There are two sections yen. The average quality of life of high school managers is higher than that of primary school administrators.