جستجوی مقالات مرتبط با کلیدواژه « عملکرد تحصیلی » در نشریات گروه « علوم تربیتی »

The current research was conducted with the aim of educational design based on gamification for emotional scaffolding and determining its effect on the academic performance of fifth grade students in social studies.

To achieve the goal of the research, the study was conducted using a quasi-experimental method with a pre-test-post-test design with a control group. First, by searching reliable databases and screening the results according to keywords until 2024, appropriate strategies of emotional scaffolding based on gamification to improve academic performance according to the academic motivation component following the selected model for gamification  were obtained using qualitative method and appropriate activities was designed accordingly. The statistical community in this research was fifth-grade female students from Tehran in 2023-2024, based on the available sampling,  from which 70 were  selected. They were  randlomly divided into two experimental and control groups (36-34 people). The new method was conducted for the experimental group during 9 sessions while the comparison group was  taught with  the same goals using common teaching method. The research tool was the performance test of the lesson of  social studies.

Data analysis using the inferential statistics method  by covariance analysis tests.

. The findings of the research showed that the difference between the post-test scores in the experimental and comparison groups is significant and the educational design based on gamification in order to build emotional scaffolding has a positive effect (41%) on the academic performance  of the students.

In today's era, the traditional learning that has surrounded our educational system for many years no longer meets the needs of students and teachers. From this point of view, learning theories can help meet the needs of students and teachers. Among these theories that are used to develop self-motivated, self-regulated, and self-controlled learners is the generative learning theory (GLT) introduced by Wittrock (1974). In recent decades, the attention of many education experts has been focused on the study of the factors affecting the learning of mathematics lessons. Extensive research has been done in this field, which shows that one of the main reasons for the problems of learning and progress in mathematics is that students often rely on repetition and habit and use inappropriate and inadequate methods and superficial reasoning for mathematical concepts. According to TIMSS (1999), learners in classes that emphasised reasoning and problem-solving methods had better results in learning different mathematical concepts than in other classes. Mathematical reasoning, which means thinking according to reason and proof, is the same as reaching solutions through mathematical concepts. Examining the results of TIMSS (2007, 2011) indicates that the average value of Iranian students' math scores in the fourth and eighth grades in the area of mathematical reasoning is significantly lower than the international average value. In educational systems, academic performance is the academic standing of students, which is the grade of different academic courses measured by standardised tests. According to Pham and Taylor (1999), academic performance consists of: self-efficacy, emotional impact, planning, lack of outcome control, and motivation.This research is a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research included eighth grade female students in Gilanegreb city (Kermanshah province) in the academic year 2022-2023. In order to eliminate the interfering effect, two classes from two different schools, which were taught by the same math teacher, were selected by the available sampling method and completely randomly divided into two groups, namely the experimental group (30 people) and the control group (30 people).Before starting the training, both study groups were subjected to a pre-test, and they were asked to answer the desired questions in addition to cooperating. The experimental group was subjected to the intervention of an educational package based on generative learning theory. The teaching method used to teach this educational package was the cooperative teaching method, which tried to involve the learners in the learning process in a practical way so that learning could be done at a higher level. The experimental group was trained with the generative learning method during eight sessions lasting 40 minutes. During these sessions, the control group was not given any kind of training based on generative learning, but the usual teaching method was used for them. After the completion of the training course, a post-test was conducted between the experimental group and the control group, and then the collected raw data were analysed by covariance analysis and SPSS-26 software. Research tools included the Rezaei Mathematical Reasoning Questionnaire, Pham and Taylor's Academic Performance Questionnaire, and an educational program based on generative learning theory. The findings of the research were divided into two descriptive and inferential parts, and in the descriptive part, the average of mathematical reasoning in the experimental group increased in the post-test position compared to the pre-test. Also, the average variable of academic performance and its components (self-efficacy, planning, and motivation) increased in the post-test position compared to the pre-test, while the components of emotional effects and lack of control in the experimental group were reduced in the post-test situation compared to the pre-test. In examining the first hypothesis, after confirming the assumptions of the covariance analysis in the inferential part of the findings, the results of the univariate covariance analysis showed that the effect of the independent variable (training program based on generative learning theory) on the dependent variable of mathematical reasoning is significant in improving mathematical reasoning in the post-test stage. According to the effect size prepared from Cohen's D formula for the variable of mathematical reasoning (0.639), it is clear that the training program based on generative learning theory is able to determine a significant percentage of changes in mathematical reasoning. Multivariate covariance analysis was used to investigate the second hypothesis.After ensuring the normality of the data distribution, the assumption of homogeneity of the data, and the homogeneity of the regression slope, the significant level of the Hotelling effect (F = 14.729, P = 0.000) confirms that there is a significant difference between the experimental and control groups in terms of post-test academic performance compared to pre-test control. The effect coefficient shows that the difference between the two groups is 0.450, related to the generative education program intervention. Also, the results of multivariate covariance analysis show that the education program based on generative learning theory is able to determine some of the changes in the components of academic performance. The effect size obtained from Cohen's D formula for the self-efficacy component was 0.208, the emotional impact component was 0.012, the planning component was 0.067, the lack of control component was 0.014, and the motivation component was 0.402; therefore, the training program based on the generative learning theory has had a moderate effect on the components of emotional impact and lack of control. The results of this research indicate the confirmation of the first hypothesis and the effect of the educational program based on generative learning theory on students' mathematical reasoning. Also, the obtained results show that the reproductive education program is able to determine a significant percentage of changes in mathematical reasoning. In addition, the examination of the results of the analysis of the second hypothesis showed that there is a significant difference between the experimental group and the control group in the number of academic performance components. The results of the examination of the means showed that the mean of the experimental group in the components of academic performance (self-efficacy, planning, and motivation) in the post-test position compared to the pre-test has increased, and the mean in the components of emotional effects and lack of control in the experimental group has decreased in the post-test position compared to the pre-test. Therefore, it can be said that an educational program based on generative learning theory has a significant effect on academic performance and its components.

The purpose of the current study was to investigate the impact of integrative e-learning design model on the academic performance of farhangiyan university students in Hamedan province. The current research was of applied type in the category of semi-experimental design with unequal control group. The stoical population of the study included all male undergraduate students in the field of Persian language and literature education, 30 of whom were selected through available sampling and randomly assigned to two control and experimental groups. At first, the academic performance pre-test was taken from both groups. Then the experimental group was trained based on the integrative e-learning design model for 10 sessions 90 minutes. The training for the control group was without intervention and using the usual electronic method and the same number of sessions and hours. Then, the post-test of academic performance was performed on both groups. The instrument used included the researcher made pre and posttest of objective academic performance with expert validation and reliability calculated at 0/79(pretest) and 0/81(posttest) through Cronbach,s alpha. Then the collected data were analyzed using descriptive statistics and covariance test. The finding showed that the application of integrative e-learning design model had a favorable effect on ...

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The present study was conducted with the aim of determining the effect of reading pictures and understanding the concept of pictures on the academic performance of bilingual students in the fifth grade Farsi course. The research method was semi-experimental with a pre-test-post-test design. The statistical population of this research was the total number of 242 female students in the fifth grade of Varzaneh schools in the academic year of 1402-1403, and 30 people were selected as a statistical sample using the available sampling method. They were randomly divided into two control and experimental groups. To collect data and information from the questionnaire, a researcher-made academic performance test taken from page 127 of the fifth Persian book was used. SPSS and covariance analysis software were used to analyze data and information. The results of the research showed that reading pictures and understanding the concept of pictures (intimacy chair) has a significant effect on the academic performance of bilingual students in the fifth grade.

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

The aim of this study was to predict academic performance based on the personality traits of female students at Imam Sadiq University. This research is correlational in nature, and the statistical population includes all undergraduate students at the female campus of Imam Sadiq University, totaling 343 students in the second semester of the 2019-2020 academic year. Using stratified random sampling and the Krejcie and Morgan table, 182 students were selected as the research sample. Data collection was conducted using the NEO Five-Factor Inventory (NEO-FFI) and Dertej’s Academic Performance Questionnaire. Data were analyzed using SPSS software and multivariate regression analysis and multivariate analysis of variance (MANOVA). The results indicated that the correlation coefficient of academic performance with neuroticism is -0.57, extraversion is 0.44, openness is -0.14, agreeableness is 0.3, and conscientiousness is 0.62. The significance level of the correlation coefficient between academic performance and neuroticism, extraversion, agreeableness, and conscientiousness was less than 0.05, indicating a significant relationship with 95% confidence, while no significant relationship was found between academic performance and openness. Overall, the multiple correlation coefficient between personality traits and academic performance is 0.69, with a coefficient of determination of 0.48. In other words, 48% of the variance in academic performance can be explained by different dimensions of personality traits. The results of this study indicate that neuroticism and conscientiousness have a stronger role in predicting academic performance. Therefore, considering the personality traits of students, particularly conscientiousness, can be beneficial in improving academic performance.

This research was conducted using the meta-analysis method with the aim of synthesizing existing research on the relationship between identity styles and academic performance. The statistical population of the study included all relevant studies conducted in Iran from 1385-1400 and available in the databases of Jahad Daneshgahi, Nurmagz, and Magiran. After evaluating the criteria for entrances and layaway requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of the heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 4 effects size was 0.107. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta-analysis of theoretical and empirical foundations are indicative of the relationship between identity style and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the identity style among university and school students.

The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented. 19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified. The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.

The purpose of the present study was to determine the effect of making deliberate errors learning on working memory and academic performance of girl students of the high school.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year 2022-2023. From the statistical population of 30 people who meet the conditions for entering the research, they were selected by random sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Working memory research tool of Daneman and Carpenter (1980) and the paper-pencil test made by the researcher to measure the academic performance of students. The statistical methods used in this research included descriptive statistics (mean, deviation) and inferential statistics (multivariate covariance analysis). The data was analyzed in SPSS software version 26.

The results of the research showed that there was a significant difference between the pre-test and post-test scores of the experimental group compared to the control group for academic performance (P<0.01, F=69.317), but there was no significant difference for the difference (P=0.647, F=0.214).

Based on the present findings, it can be concluded that making deliberate errors learning increases academic performance, but does not affect working memory.

The present study aimed to examine the impact of academic self-concept, academic resilience, and academic engagement on academic performance, considering the mediating role of emotional self-regulation and the moderating role of self-esteem among students. The statistical population included all students of the Faculty of Educational and Human Sciences at Wasit University, Iraq, in 2023, from which a sample of 306 students (115 female and 185 male students) was selected through a multi-stage cluster random sampling method. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1999), Academic Self-Concept Scale (Chen & Thompson, 2004), Academic Engagement Scale (Reeve & Tseng, 2011), Academic Resilience Scale (Samuels, 2006), Emotional Self-Regulation Scale (Hoffman & Kashdan, 2010), and Self-Esteem Scale (Rosenberg, 1965). The data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS-21 and AMOS-23 software. The results indicated that emotional self-regulation mediates the relationship between academic self-concept (P < .01), academic resilience (P< .01), and academic engagement (P< .05) with academic performance. Regarding the moderating role of self-esteem, the results showed that self-esteem could not play a moderating role among the studied variables. Based on the findings of the present study, it is recommended that higher education policymakers prioritize improving academic engagement and strengthening psychological variables such as self-regulation and contextual factors like academic self-concept and academic resilience to empower students to achieve educational goals and academic success.

The present study was conducted to investigate the effect of gamification on the academic motivation and academic performance of first-graders in virtual classes. Study design was quasi-experimental with pretest-post-test and a control group. The study population consisted of all first grade students in Khomein, Markazi Province, Iran, of whom 30 female students were selected by convenience sampling. Harter's academic motivation scale (1980) and academic performance researcher-made test were used to collect data. Reliability of the researcher-made test for academic performance was calculated as 0.722 using the Kuder-Richardson Formula 20. The course was run for 10 sessions in Shad software. Covariance analysis was run for inferential analysis of the data. The results showed that gamification of virtual classes had a significant effect on the academic motivation and academic performance of students. It is therefore recommended to use the principles of gamification for the virtual teaching of elementary courses.

This study was conducted to examine the structural relationships modeling of high school students’ performance and scholastic adjustment based on attachment to the teacher with the mediation of the problematic cell phone use (PCU). This descriptive-correlational research used structural equations modeling. From among students of the academic year 2021-2022, 748 male and female junior high school students of Rasht city were selected by two-stage cluster sampling method. They responded to the electronic version of Baker and Siryk’s Student Adaptation to College Questionnaire (1984), Pham and Taylor’s academic performance questionnaire (1990), Jenaro’s cell phone overuse scale (2007) and Attachment to the Teacher Scale by Lavasani and Mehdipour (2015). The results indicated that secure attachment to teacher has a constructive role in students' academic performance and adaptability, and neutralizes the impact of PCU. In addition, in students with anxious/avoidant attachment to teacher, PCU creates a compensatory role for the lack of secure attachment. It is essential that students and teachers learn how to create a secure attachment to improve students' performance and academic adjustment.

During the last two decades, many researchers have investigated the relationship between perfectionism and academic performance, and different results have been obtained. Therefore, it is felt necessary to use meta-analysis studies to provide general results. The method used in this research is meta-analysis. The statistical population of the research included available published studies. In order to collect information, a researcher-made checklist was used. After checking the inclusion and exclusion criteria, 40 effect sizes were found out of 24 studies. It was obtained with the conditions of meta-analysis. In order to analyze and analyze the data, sensitivity analysis, funnel plot, fixed and random models and heterogeneity analysis were used from CMA software. The fixed effects model is 0.067 and for the random effects model it is 0.083, which was evaluated as low according to Cohen's index. Also, the relationships between the components of perfectionism (adaptive, incompatible, self-oriented, socially oriented, perfectionism in general) and academic performance are also based on criteria. Cohen interpreted high, high, medium, low, and low values. Due to the heterogeneity of the effect sizes, the gender and type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between perfectionism and academic performance in the researches where male subjects were used for the research, compared to Other researches are more. Also, the effect size of the relationship between these two variables in the researches that used students as samples is more than other researches.

Introduction and Goal: 

Academic performance plays an important role in educational and career success. Therefore, this research was conducted with the aim of predicting academic performance based on addiction to virtual social networks and identity styles in students.

The research was descriptive-cross-sectional and correlational. The statistical population included all the students of the first secondary level of Galleh Dar region from Mehr city (Fars province) with the number of 2016 people in 2023. 200 people were selected with the available sampling method and according to the formula for determining the sample size of the plant. Collecting data with academic performance questionnaire (Pham and Taylor, 1999), addiction to virtual social networks (Sadeghzadeh et al., 2017) and identity style questionnaire (Berzonsky et al. , 2013) was done. Data analysis was done with descriptive statistics, Pearson correlation test and multivariate regression with SPSS-v26 statistical software.

The findings showed that between virtual social network addiction (r=-0.438 and P<0.022) and avoidant identity style (r=-0.392 and P<0.012) with students' academic performance. The correlation was inverse and significant. Also, the correlation between normative identity style (r=0.332 and P<0.028), informative (r=0.472 and P<0.017) and committed (r=0.445 and P<0.016) According to the academic performance of the students, it was positive and significant. Regression analysis using the simultaneous entry method also showed that the predictor variables together explained 29% of the variance of students' academic performance scores.

According to the results, it is necessary to identify the effective factors in students' educational processes in order to improve the educational functions in the agenda of planners and researchers.

the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad. The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data. The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant. According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

The present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.

The aim of the present research was to examine the relationship between self-efficacy in mathematics, computer science and engineering students’ academic performance. This research was applied and descriptived and correlational. The population of this research includes all engineering students of Isfahan University of Technology in the academic year 1402-1401 and multi-stage cluster sampling method. Questionnaires used to collect information include mathematical self-efficacy questionnaire (MSES), Murphy, Kuro and Owen self-efficacy questionnaire and Henderson Questionnaire were used to measure science self-efficacy. The validity and reliability of this questionnaire has been confirmed in past researches. In this research, the validity of these questionnaires has been checked and confirmed by subject experts, and its reliability has been confirmed by Cronbach’s alpha. The data obtained from the questionnaires were used by means of descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation and multiple regression. The results of the data analysis indicated that having self-efficacy in mathematics and computers can predict academic performance and science has a correlation with academic performance. Meanwhile, mathematics self-efficacy has the greatest power to explain mathematics performance, followed by computer and science self-efficacy, which has the power to explain the academic performance of undergraduate engineering students.