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

In recent years, experiences related to the spread of Covid-19 and advancements in technology have rendered the use of virtual education inevitable. However, students often lack the necessary skills to effectively utilize this mode of education. In face-to-face education, the guidance of a teacher in regulating learning is readily available, but in virtual education, this possibility is significantly reduced. Consequently, learners are compelled to employ more self-regulation skills to achieve success. The concept of self-regulation in the realm of education and learning is encapsulated under the title of self-regulated learning. Self-regulated learning is a process whereby learners activate and sustain their emotions, behaviors, and cognitions, systematically adjusting them to achieve their learning goals. The application of self-regulation skills in virtual and online education is referred to as self-regulated learning in online education. Self-regulation skill, akin to any other skill or ability, is influenced by numerous individual and social factors. According to Vygotsky’s socio-cultural theory, social rules and instructions are internalized during cognitive development, and individuals utilize them to direct their behavior, emotions, and thoughts. In the developmental process, these internalized rules are termed inner speech. Inner speech aids learning, initially guided by the social environment and others, to be directed and regulated by individuals themselves, transitioning from other-regulation to self-regulation. Research evidence suggests that this form of speech enhances both cognitive and behavioral self-regulation in childhood and adulthood, and the use of inner speech can improve cognitive function (behavior and cognition regulation). When inner speech is employed in assignments and learning situations, it is referred to as learning-specific inner speech. Research shows that self-management, as one of the components of learning-specific inner speech, has a positive relationship with executive functions and logical reasoning. Also, according to self-determination theory, the internalization of societal guidelines and values is influenced by the social and cultural context of that society. If the social environment supports basic psychological needs, such as the need for autonomy, the ability for self-regulation increases. From this perspective, it can be posited that social environments, such as the family and academic environments that support the need for autonomy, can facilitate inner speech and self-regulated learning. Considering that most studies on this skill have focused on face-to-face education, the researchers of the present study were prompted to investigate what factors aid students’ self-regulation in online education. The importance of this research lies in the fact that possessing self-regulated learning skills in online education is more crucial than in face-to-face education because in online education, teachers have less direct supervision and students have more freedom in their actions. The aim of this study was to investigate the mediating role of learning-specific inner speech in the relationship between an autonomy-supportive environment and self-regulated learning in online education. Research Questions: The questions of the present research include: 1. Does the autonomy-supportive environment have a direct effect on self-regulated learning in online education? 2. Does the autonomy-supportive environment have a direct effect on learning-specific inner speech? 3. Does learning-specific inner speech have a direct effect on self-regulated learning in online education? 4. Does learning-specific inner speech play a significant mediating role in the relationship between an autonomy-supportive environment and self-regulated learning in online education?

In this research, a sample group of 267 university students (including 186 females and 81 males) was selected via multi-stage cluster random sampling. Participants completed the Learning Climate Questionnaire (Williams et al., 1996), Perceptions of Parents Scale (Robbins, 1994), Learning-Specific Inner Speech Scale (Xiang et al., 2019), and Self-Regulated Learning Online Questionnaire (Jansen et al., 2017). These questionnaires were provided to them online. Structural equation modelling was performed using AMOS software, version 24.

The results of the structural equation modelling, conducted using AMOS software version 24, indicated that among the two dimensions of autonomy-supportive environments, only teacher autonomy support significantly predicts learning-specific inner speech. Furthermore, both dimensions of the autonomy-supportive environment and learning-specific inner speech significantly predicted self-regulated learning in online education. Learning-specific inner speech also played a significant mediating role in the relationship between teacher autonomy support and self-regulated learning in online education.

The results of this study align with theoretical foundations and research which underscore the importance of an autonomy-supportive environment and learning-specific inner speech in self-regulated learning. One limitation of this research is its correlational design; therefore, caution should be exercised when interpreting the results in a causal manner.

This study was conducted to investigate the role of behavioral beliefs, normative beliefs, and autonomy in predicting the constructs of the technology acceptance model. The research method was correlational and 200 teachers were selected from among 410 middle school teachers of the second high school of Rafsanjan city using the accessible sampling method. To measure the constructs of the technology acceptance model from the components of studies by Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016), and behavioral beliefs by Holden and Karsh (2010); normative beliefs by Iyigun et al. (2016) autonomy by Firat (2016) were used. Pearson's correlation coefficient and path analysis were used for analysis. The results showed the direct effect of behavioral intention and normative beliefs on the actual use of technology; the direct effect of perceived usefulness and behavioral beliefs on behavioral intention; The direct effect of perceived usefulness, behavioral beliefs, and autonomy on the attitude towards the use of technology; the direct effect of perceived ease and behavioral beliefs on perceived usefulness; The direct effect of normative, behavioral and autonomy on teachers' perceived ease and usefulness in teaching was positive and significant. The simple mediation results also showed that behavioral intention has a positive and significant mediating role between behavioral beliefs and actual use and between perceived usefulness and actual use; Perceived ease has a positive and significant mediating role between behavioral beliefs and perceived usefulness, between normative beliefs and perceived usefulness, and between autonomy and perceived usefulness. Therefore, the results of the teacher's beliefs and autonomy play an important role in the acceptance of technology, especially in the ease and usefulness of understanding technology in teaching teachers.

Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits.

The purpose of this study was to predict adolescents' personal responsibility based on perceived parenting styles and spiritual intelligence.  The descriptive research method used was correlational design. The statistical population included all secondary school students of the third district of Qom province (9934) who were studying in the academic year 2019-2020. The statistical sample consisted of 372 members of the aforementioned statistical population, which were selected using an available sampling method, using Karjesi and Morgan's table to determine it. The tools used included the standard questionnaire of personal responsibility for teenagers Mergler and Shield (2016), the perceived parenting scale of Grolink et al. (1997) and the spiritual intelligence questionnaire of King (2008). SPSS version 20 statistical software and simultaneous multiple regression tests and Pearson correlation coefficients were used to analyze the data. The results of the multiple regression analysis showed that about 18.9% of the variance of teenagers' personal responsibility is predicted by perceived parenting styles and subscales of spiritual intelligence. Additionally, the results showed that mother and father involvement, support for autonomy, and warmth had a positive correlation with personal responsibility. Critical existential thinking, production of personal meaning, and transcendental consciousness were also positively correlated with personal responsibility, but expanded consciousness was not significantly related. Critical existential thinking, production of personal meaning, and transcendental consciousness were also positively correlated with personal responsibility, but expanded consciousness was not significantly related.

The growth and development of any country depends on its education and teachers are an important factor affecting this progress.. This research was an applied research in terms of the aim and regarding data collection was correlation. The data analysis method is path analysis type.The statistical population were all senior high-school teachers in Urmia city that between them 306 teachers were selected as research sample by utilizing Morgan table and proportionate stratified random sampling technique. Tools of this research included researcher-made questionnaire for appraisal the performance of teachers)Pourheydar&etal,1398), job enthusiasm (Schaufeli&Baker,2003), organizational trust (Skut & Rader,2003) and learning enjoyment (pekran,2005), job autonomy(Fridman,1999). The content validity, confirmatory and exploratory factor analysis for validity of instrument were tested, and confirmed. Reliability of instruments were confirmed by Cronbach’s alpha test. According to findings tested model is fitness. Mediating role of teachers performance appraisal in relationship between learning enjoyment, job enthusiasm with job autonomy and organizationa l trust was confirmed. In order to creat e learning enjoyment in students and job enthusiasm in teachers we can develop teachers job autonomy and creat e a climate of trust in the school while accurately appraisal their performance.

E-learning is considered as the ability to focus on the individual needs of the learners. The e-learning environment helps learners to be self-reliant, so that instructors are no longer a solitary source of knowledge, but act as guides and advisors.The purpose of this study is to design a model of critical success factors in e-learning based on learner self-assessment and autonomy.

The present study is an applied research and is classified as "qualitative research" in terms of how to collect the required data. For the interview, 20 experts and specialists in curriculum, educational technology and philosophy of education (faculty members of the country's universities) who had sufficient knowledge of the subject were selected based on purposive sampling. Using the focal interview method, qualitative modeling is performed based on the content analysis of the interviews and then using the information related to case studies of the obtained model to explain and analyze the critical success factors in e-learning based on self-assessment and learner autonomy.

Summarizing and coding the data in two major dimensions of autonomy and learner self-assessment led to counting 38  components and 9 key categories and a conceptual model of research was designed based on them.

The results of the research indicate that the two constructs of self-monitoring and self-evaluation have the ability to measure success in e-learning. In examining the overall fit of the model, the value of GOF, which is an index for checking the fit of the model for predicting endogenous variables, was equal to 0.72 and showed that the research model has a good fit and the relationship between the variables is significant and positive.

This study aimed to investigate the relationship between time perspective dimensions and academic dishonesty through the mediating role of autonomy. The participants of the study were 294 secondary school students in Ahvaz who were selected by a multistage cluster sampling method during the academic year of 2018-2019. Data were collected through Zimbardo & Boyd Time Perspective Questionnaire, Gagne Basic Needs Satisfaction Scale, and Witherspoon et al Academic Dishonesty Scale collected data were analyzed using SPSS and Amossoftware. The results indicated that the initial model fitted well to the data, but two modifications were made theoretically and a final model was developed. Results of mediation analysis indicated that time perspective dimensions indirectly and significantly predicts academic dishonesty through autonomy. Moreover, the past positive and future-oriented had a direct and positive significant effect on autonomy, while negative and significant predictors were of academic dishonesty. In addition, the past negative and the present fatalistic had significant direct and negative effects on autonomy and, in turn, were positive and significant predictors were of academic dishonesty. Also, present hedonistic was associated with increased autonomy; while autonomy had a direct and negative effect on academic dishonesty. In light of these findings and acknowledging their limitations, the theoretical and practical implications for educational researchers and teachers are discussed.

Empowerment is one of the most essential tools for the management of any organization that can be used to guide and provide human resources to increase productivity and effectiveness, the need for this is felt in the structure of education. Because education is a comprehensive, pervasive, dynamic and influential institution on all overt and covert moral, political, economic, religious, legal, social and cultural behaviors and norms of individuals in society.

The present study aims to investigate and ool

The present study was conducted to investigate and prioritize the components of the psychological dimension of teacher empowerment in public boys' secondary schools in Tehran in the academic year 2019-2020

1- In all components of the psychological dimension of teacher empowerment, the average of the statistical sample is higher than the real average, which showed the appropriate situation. 2- Prioritizing the components of the psychological dimension of teacher empowerment are the feeling of competence with 3.14, the feeling of effectiveness with 3.08, the feeling of autonomy with 2.94, the feeling of trust with 2.93 and the feeling of meaningfulness with 2.92, respectively. . 3. 25% of the variance variance was explained by the component of feeling of trust, 21% of feeling of autonomy, 19% of feeling of effectiveness, 11% of feeling of meaning and the lowest percentage of feeling of worthiness with 9%.

Personal autonomy is Educational goal based on the ability to Free choice and independent. . Because the media want to restrict people's freedom of thought. And make them slaves of thought. The purpose of this article is to introduce a proper model of Personal Autonomy.this present study which is a kind of qualitative researches, by analyising the behavioral method of the great leader of Ashura movement. The findings are divided into two parts. Findings related to Autonomy in the educational approach of Imam Hussein (AS) and his followers and findings related to the approach of the enemies of Imam Hussein (AS). The findings based on Personal Autonomy criteria (originality, reason, and will) are: Imam Hossein's performance and his followers show that they were autonomous people. Imam Hussein gave his followers choice and freedom. And this is the basis of Autonomy We see in the section on the behavior of the enemies of Imam Hussein, They do not have authenticity, reflectively and strength of will and they are heteronomous.

The main purpose of this research is to explore the educational implications of Charles Taylor's notion of Autonomy. This research consists of two parts. The first part addresses the ethics of authenticity from the perspective of Taylor. Based on the findings of this section, the underlying self-reference of the idea of authenticity from Taylor's perspective is limited to the field of method and way of living, instead of content. The second part is devoted to educational implications of Taylor's view, including educational principles and other educational issues, based on the findings of the first part. The educational implications are based on the following two components: attachment and belonging. From the first component, five educational considerations are derived: Strengthening the argumentation, strengthening the feeling of self-esteem, strengthening self-awareness and self-control in moral choices. Educational implications based on the principle of belonging are as follows: firstly, consideration of the roles of social and family communications in education, and secondly, sensibility to the cultural gap between parents and children in education.

Autonomy is an educational goal based on the ability to choose and judge independently. In recent decades, this goal has become more and more sought after by educators. Since the realization of this goal in the handicraftsmen will result in their clever and effective exposure to the hidden and obvious domination, the attention to this goal in the educational education system seems inevitable. On the basis of the fundamental document of the evolution of educational education in the country, the present study was developed in a method of content-quality analysis and in order to explain the position of individual self-regulation in this strategic document. Studies have shown that there is no direct reference to self-regulation as a goal in the fundamental document. Nevertheless, propositions related to autonomy, including selective, free-thinking, discretion, will, courage, awareness of reason, insight, etc., are found in the document. Nevertheless, critical thinking and analysis as the main platform for the realization of autonomy of thought and autonomy have been less widely considered.

The aim of this research was to construct, measure the validity and factor structure a questionnaire for assessment of Research needs of Mashhad city high schools teachers. In this study a descriptive design of type of test development was used. The researcher obtained the data for the study from a sample of the 235 Male and female teachers in secondary schools in Mashhad city. Through using self-determination theory, a 45-item questionnaire were developed and Teachers responded to the questionnaire. The Collected data was analyzed by the exploratory factor analysis, the method of principal components and varimax rotation, internal equivalence validity and Cronbach's alpha and also, descriptive measures of mean, standard deviation scores were used. Also t scores and percent ranks for each one of independence subscale, relevance and competency were reported. Analysis of Principal Component showed that, questionnaire of Research needs was formed of three factors i.e.: autonomy, competence and communication and in total, these factors Can explain, 44/01% of the variance in instrument. Also the covariance between all factors were positive and significant which shows the internal equivalence validity. The Cronbach's alpha each of the subscales of competence, communication, and autonomy in the research sample respectively were estimated: 0/93, 0/89 and 0 /77. Findings from ANOVA in assessing condition of needs in research samples show that the teachers in dimension of competency have the highest need for research with score of 1.97 and in dimension of relation have the lowest amount of need with score of 0.70 points. This indicates that, Cronbach's alpha of total instrument and each of it subscales are in the average values and in acceptable level. Also, the examination of the situation of needs in the research sample showed that, Teachers have stated a most feeling of need to research in competence dimension and a lowest feeling of need to research in communication dimension. According to the findings of the study, we can say that, questionnaire of research needs is a valid and reliable instrument in field of Identify of research needs and the use of this instrument can help to career development of teachers.

The aim of this study was to assess the psychological empowerment of Tabriz University staff. It was done among Research & Instruction Staff based on Thomas Model. The population was 248 people from which 92 people were chosen as sample size through Cochran formula the sampling method was ratio stratified sampling. The data collecting mean was the Speritizer Standard Questionnaire; the professors verified the validity of the questionnaire. By using the cronbach Alfa Coefficient that was %91, which verified its reliability. The collected data were analyzed through descriptive and inferential statistics (Single group t, t independent, F variance analysis). The results of this study showed that the psychological empowerment of Tabriz University staff based on Thomas Model was higher than average. The staff mean on suitability, autonomy, effectiveness, and meaningfulness were 17/43, 15/33, 15/02, and 16/59 respectively. Also among the other findings (t independent, F variance analysis) the results showed that there was not a significance difference between gender, work section, education and the psychological empowerment.

Having understood the role self-efficacy beliefs play in student's learning and motivation, teachers and educators have extensively attended the ways one might develop as well as enhance such beliefs in academic settings. Social cognitive theory posits self-efficacy beliefs are influenced by environmental (teacher characteristics, direct and indirect reinforcement and class atmosphere) as well as personal factors. Based on Self-Determination Theory (SDT), this research investigated the effect of such factors on self-efficacy beliefs.Self-determination theory, a theoretical perspective of the social-cognitive approach to motivation, emphasizes three basic psychological needs necessary for individuals to satisfy their inherent motivation, personal well being and self-regulation. These needs (need for competence, autonomy, and psychological relatedness) are said to be universal, innate and psychological (Ryan & Deci, 2000). SDT argues that social contexts that enhance or forestall such needs will invariantly impact one’s satisfaction of basic psychological needs, which will in turn produce different motivational, cognitive and behavioral outcomes (Deci & Ryan, 1985). Along the same lines, research has indicated that teachers’ motivational style (controlling versus autonomy-supportive) affects the ways students might be motivated towards engaging in academic tasks (Khoshbakht & Khayyer, 2004). Students with autonomy-supportive teachers are more intrinsically motivated (Khoshbakht & Khayyer, 2004) with higher perceptions of competence and self-esteem (Deci, Nezlek, & Sheinman, 1981; Ryan & Grolnick; 1986; and Reeve, 1998). Using Structural Equation Modeling, the present study seeks to investigate the relationships of teachers’ autonomy support with students’ psychological needs and self-efficacy in a specific domain (English course). Gaining insight into contextual predictors of self-efficacy can lay the grounds for an improved understanding and knowledge of how teachers’ motivational styles influence students’ self efficacy.Research Hypotheses: 1- Teachers’ perceived support of students’ autonomy directly influences students’ basic psychological needs (autonomy, competence and relatedness).2- Basic psychological needs (autonomy, competence and relatedness) directly influence students’ self-efficacy3- Teachers’ perceived support of students’ autonomy indirectly influences self-efficacy in students through autonomy, competence and relatedness. This research was Structural Equation Modeling in design, which is considered descriptive-correlation in nature. The population of the study included all the male and female students of grade one in high schools of Qom City in the academic year 2010-2011. Overall, 310 students (177 male and 133 female) were selected from the population through random cluster sampling. The instruments in this research included Learning Climate (Williams & Deci, 1996), Basic Psychological Needs (Ilardi et.al, 1993) and Self-efficacy (Middleton & Midgley, 1997) questionnaires. The psychometric properties of the instruments were confirmed by Chronbach' Alpha and confirmatory factor analysis. Results indicated that the relationship between all the variables of the study (perceived autonomy support by teacher, need for autonomy, competence and self-efficacy) was significant at 0.01. The results of structural equation modeling showed the direct influence of autonomy support on autonomy need (β=0.86), competence, (β=0.74) and relatedness (β=0.50) was significant at 0.01. Teacher’s autonomy support accounted for 73 percent of variance in need for autonomy, 54 percent of variance in need for competence and 25 percent of variance in need for relatedness. The direct influence of need for autonomy on self-efficacy (β =0.17) was significant at 0.01. In addition, direct influence of need for competence on self-efficacy (β=0.67) was significant at 0.01. Furthermore, basic psychological needs accounted for 41 percent of variance in self-efficacy. Finally, the results indicated that teacher autonomy support exerted an indirect influence upon students’ English self-efficacy; this influence is exerted through basic psychological needs (autonomy, competence and relatedness), and therefore, the meditational role of these variables in the relationship between autonomy support by the teachers and self-efficacy is also confirmed. Goodness of fit indices for the model showed the data had good fit with the model (RMSEA, 0.06; GFI,. 90; AGFI,. 86; CFI,. 90; PNFI,. 74, X2/df, 2.09). The results of this study indicate when academic settings are autonomy- supportive, students feel they are autonomous; hence, they are inherently motivated to initiate, maintain and regulate their activities and they regard themselves as the cause of their behaviors; that is to say, satisfaction of basic psychological needs will make students enjoy their learning practices.Another finding of this study was the direct, positive influence of autonomy and competence on self efficacy. This finding is consistent with Furrer & Skinner (2003) and Reeve (2006). Teachers foster such intrinsic motivational resources through autonomy-supportive classrooms.The results also revealed that autonomy-support by teachers indirectly influenced student's self-efficacy through psychological needs. This finding accords with SDT (Deci & Ryan, 1985). Perception of an autonomy-supportive classroom by students will help them develop valuable intrinsic motivation variables (such as autonomy, competence and relatedness) and therefore increase their self-efficacy. Accordingly, it is suggested teachers pave the grounds for the satisfaction of their student's psychological needs; it is believed this will lead to positive outcomes in terms of the student's academic achievement. As self-efficacy beliefs entail the development of sense of agency, on the one hand, and positive attitudes towards one's abilities, on the other, teachers can enhance self-efficacy in students by satisfying their need for autonomy and competence. Teachers might also help students satisfy their need for relatedness through fostering positive classroom communications and cooperative learning.