جستجوی مقالات مرتبط با کلیدواژه « رویکردهای یادگیری » در نشریات گروه « روانشناسی »

Aim: The aim of this study was to investigate the role of learning approaches in the relationship between parental attachment style and students achievement is.
The study of correlation designs (path analysis) is. The research subjects were all male high school students ray city A total of 200 students were selected by multistage random cluster sampling. In this study, measuring tools was the questionnaire of attachment to parents and peers Armesden and Greenberg(1987), approaches and study skills Annette Weiss Tel and Tate(1997), and the average as an indicator of educational attainment was a high school student.
The data using descriptive statistics, as well as path analysis and modeling software version Aymvs 21, were analyzed. The results showed good fit model. The results showed that deep and strategic approaches can significantly predict academic achievement, Strategic approach can to play full the role of mediation in the relationship between attachment style and achievement, But superficial learning approach couldn’t predict academic achievement and have a meaningful role in the research model.
The results of this study can be concluded, the teachers and the education system must be designed in such a way so that the educational system rather than a superficial understanding of students to understand the depth of material to be stressed. In other words, teaching and learning by teachers and students of deep and strategic approaches can have a significant impact on the academic achievement of students.

The aim of this research was to predict academic achievement by learning approaches and perception of the classroom goal among graduate students of IAU, Ahvaz Branch. It was a correlational study.  The population consisted of all graduate students of Islamic Azad University of Ahvaz in 2015. The sample consisted of 384 male and female students who were selected using random stratified sampling. The instruments included Study Approaches Questionnaire (Marton and Saljo, 1976) and Perception of Classroom Goal Scale (Urdan and Midgley, 2000). Data were analyzed using Pearson correlation coefficient and stepwise regression analysis. The last step of stepwise regression showed the two variables namely deep approach and surface approach to learning are able to predict students’ progress and overall can explain 38% of the variance in academic achievement (P

This study investigated the relationship between epistemological beliefs, motivation, approaches to learning and academic progress of science was done. For this purpose, 444 students of secondary school Karaj city were selected through cluster sampling method. And epistemological beliefs questionnaire Connelly (2004), learning approaches Cavallo (1994) and achievement motivation Cavallo (1996) responded. The average score of the first quarter of the academic year 94/95 was received from teachers. The path analysis was used to analyze the data. Epistemological beliefs than belief in the certainty of knowledge have a direct effect on students' learning approaches. These beliefs have an indirect effect on students' approaches to learning and direct effect on achievement motivation was. Approaches to learning and motivation, as well as mediating the effects of epistemological beliefs on academic progress of students in science. Providing areas of scientific debate in the classroom, creating opportunities for student involvement in science laboratories and practical work plays an important role in improving students' epistemological beliefs.

The purpose of the present study was to investigate the relationship between personality characteristics, learning approaches and students’ academic performance. For this, 371 students of human sciences (259 females and 112 males) from Payam-e-Noor University– Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. Big Five Inventory, Approaches and Study Skills Inventory were completed by these students and total average of students was considered as their academic performance index. The Pearson’s Correlation Test, hierarchical multiple regression analysis and path analysis were used to analyze the collected data. The Results showed that there is a positive and meaningful correlation between conscientiousness personality characteristics, strategic learning approach and students’ academic performance, but the relationship between surface learning approaches and students’ academic performance were negative and meaningful. The Results of hierarchical multiple regression analysis showed that the direct effect of conscientiousness on academic performance disappeared when introducing the strategic approaches in the second step. There were two significant predictors of academic performance in this analysis: strategic approach (with positive Beta value) and surface approach (with negative Beta value). The result of path analysis showed that indirect effect of conscientiousness personality characteristics on academic performance were mediated by the strategic approach.

The purpose of this research was to understand the role of learning approaches, intelligence and personality in predicting student's preferences for six different assessment methods. Research method of this study was correlation. 410 participants selected through cluster sampling. They completed NEO five-factor personality questionnaire, questionnaire of study skills, Wonderlic’s general intelligence test and assessment methods questionnaire. Results showed that there was a relationship between five personality traits and two learning approaches with assessment methods. There was relationship between intelligence and multiple choice assessment method. Regression analysis also showed that intelligent and low openness students preferred multiple choice methods. Students with the openness personality and deep learning approaches, preferred descriptive tests and practical projects .students with deep learning approaches and conscientiousness personality and low neuroticism preferred oral tests. Regarding continuous measurements, no significant result was obtained. Students with deep learning approaches and below openness personality preferred teamwork assessing method. Students with openness and conscientiousness characteristics that use deeper learning approach select descriptive and oral tests, group and practical works more than the other approaches.

This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and deep and surface learning approaches among female students. On a sample consisting of 300 university students were administrated the achievement emotions questionnaire- learning-related emotions (Pekrun, Goetz & Perry, 2005), the academic self-efficacy beliefs questionnaire (Zajacova, Lynch & Espenshade, 2005) and the Revised two-factor Study Process Questionnaire (Biggs, Kember & Leung, 2001). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between academic self-efficacy and learning approaches among female students. The results of structural equation modeling revealed that the mediating model of achievement emotions on the relationship between academic self-efficacy and learning approaches had a good fit to the data. All of the regression weights in both models were statistically significant and in the mediating model of positive emotions, model' predictors accounted for 48 and 19 of the variance in deep and surface learning approaches respectively and in the mediating model of negative emotions, model' predictors accounted for 19 and 24 of the variance in deep and surface learning approaches. These findings show that among students when encountering to demands of academic life, difference in scores of deep and surface learning approaches among them, accounted for by difference in degree of positive and negative achievement emotions.

The objective of this study was to obtain a factor structure for the Approaches to Learning Scale (ATL) among Iranian students. A correlation method was employed with a sample of 11th grade students in public schools. Participants were 1371 junior year high school students in Tehran who were selected through random cluster sampling.They answered to the 32-item ATL scale. Data was analyzed through exploratory and confirmatory factor analysis. Exploratory factor analysis showed a four factor measurement model which was confirmed by confirmatory factor analysis. These factors were Learning goals, performance goals, future goals and perceived ability. clustering intrinsic valuing and learning goals items in one factor and extrinsic valuing and future goals in another factor (future) shows emergence of a newfour factor model and stress the necessity of researcher's attention to the possible culturedependence quality of achievement goals and also validating the appropriate cultural instruments that are made in other communities for achievement goalsmeasurement.

The aim of this research was to ex-amine the role of personality traits and learning approaches on university student's academic achievement. On a sample of 419 subjects (214 male and 205 female), the abbreviated version of the Big Five factor Inventory and the Study Process Questionnaire were applied. Using path analysis, the direct and indirect effects of personality traits on learning approaches (deep learning and surface learning) and, academic achievement were tested. Results showed that openness, conscientiousness and agreeableness have a significant positive effect on the deep learning approach, while openness and conscientiousness have a significant negative effect and neuroticism and extraversion have a significant positive effect on the surface learning approach. The indirect effect of openness, conscientiousness and agreeableness on academic achievement through the deep learning approach was significant and positive while, the indirect effect of conscientiousness and openness on academic achievement through the surface learning approach was significant and negative. However, the indirect effect of neuroticism on academic achievement through the surface learning approach was significant and positive. In general, the results of this research demonstrate that attention to the role of personality traits and learning approaches on university student's academic achievement is crucial. Implications of these findings are delineated for teachers.