جستجوی مقالات مرتبط با کلیدواژه "اعتمادبه نفس" در نشریات گروه "علوم تربیتی"

Present research was performed to compare achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools of Sari. This research is applied in terms of purpose, descriptive in terms of nature and causal-comparative in terms of method. Statistical population was all eight-grade-primary- school girl students from public schools, exemplary schools, smart schools and gifted schools of Sari in academic year 2015-2016 and 170 students were selected as sample using available sampling. Measurement tools were standard questionnaires of Herman's achievement motivation (1970), Eysenck self-confidence (1976), Berry et al School connectedness (2004), and Fam and Taylor academic performance (1999). The validity of questionnaires was confirmed by experts of psychology and education and the reliability of questionnaires using alpha Cronbach measurement was confirmed 0.86 (achievement motivation), 0.83(self-confidence), 0.85(school connectedness) and 0.87(academic performance). Data was analyzed using descriptive (mean and standard deviation) and inferential (Kruskal-Wallis non parametric test) statistics methods bu IBM SPSS 23 software. Results showed that achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools are different, so that achievement motivation of students from smart schools and self-confidence, school connectedness and academic performance of students from gifted schools were the most.

This survey aimed to investigate the effectiveness of creative drama on self-confidence of 5-6 year-old children. This research was quasi-experimental method with pre-test and post-test with two control and experiment group and follow up stage. 30 children which their self-confidence scores in pre-test were lower from point of %75 of distribution of scores were selected as survey sample, and they divided in random to experiment (15) and control group (15). Experiment group participated in the activities of creative drama in 8 sessions for one hour. For data analysis, descriptive statistics and analysis of variance with repeated measure were used. To assess children’s self-confidence, Hesabi’s self-confidence scale (2008) was used. The results showed that creative drama has been effective on children’s self-confidence. Moreover, it was found that intervention effect did not last unit follow up stage.