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

The purpose of this research was modeling the structural relationships of cognitive abilities with academic achievement through mediation of the role of perceived competence in high school students. The method was descriptive, correlational type based on the structural equations. The statistical population consisted all 1361 male state school students of junior high, ninth grade of Babol in the academic year of 400-401. To choose the sample size based on the number of observed variables and allocating a coefficient of 15 to each observed variable (16 in the model), and taking the possibility of incomplete questionnaires into account, 250 people were taken as the sample size by two-step-clustering method. In order to collect the data, the educational achievement questionnaires by Pham and Taylor, cognitive abilities by Nejati, perceived competence by Harter, were used. The construct validity of the instruments was confirmed and their reliability was calculated using Cronbach's alpha coefficient test and composite reliability, which was statistically confirmed. In order to analyze the data, structural regression equations were used in SPSS-25 and AMOS-23 software. The findings showed that there is a relationship between cognitive abilities and academic progress in junior high school students. Also, cognitive abilities have a significant effect on academic achievement through the mediation of perceived competence in junior high school students. Generally, cognitive abilities can predict .46 of academic progress through the mediation of perceived competence in high school students

The aim of the present study was to investigate the effectiveness of implementing a Philosophy for Children (P4C) program on the perceived competence and cognitive flexibility of orphaned boys. The quasi-experimental research was based on a pretest-posttest control group design. For this purpose, 32 unattended boys in the age groups B (nine and ten years old) and C (eleven and twelve years old) of Azna boarding center were selected by convenience sampling method and were randomly assigned to two control and experimental groups. The statistical sample of the study completed the perceived competence and cognitive flexibility questionnaires as the research instruments before and after training. The Philosophy for Children course was held during eight weekly two-hour sessions. The findings of this study, using analysis of covariance, showed that the implementation of the P4C program, with a certainty of 95% (p < 0.05), leads to increased perceived competence (64% for cognitive, 54% for social, and 51% for physical), and cognitive flexibility (70%) in the experimental group. According to the results of this study, the P4C program can be used as a suitable solution to increase perceived competence and cognitive flexibility of orphaned boys.

The aim of the present study was to investigate the mediating role of perceived competence in the relationship between perception of parental support and socio-economic status with s academic motivation of adolescent students. The research method was descriptive-correlational which was done by structural equation modeling. The statistical population of the study included all high school students in Yazd studying in the academic year 2020-2021. 421 of them were selected by multi-stage cluster sampling method. Measurement tools included Harter (1981) Academic Motivation Questionnaire, Perceived Social Support from Family Procidano & Heller (1983), and Self-Perception Profile for Children Harter (1989) and Socio-Economic Status Silwan (2007). The final model showed good fit. The results of showed that the perception of parental support indirectly and through the perception of competence had a significant effect on students' academic motivation. According to the research findings, increasing the perception of parental support in students can reduce their academic lack of motivation indirectly through perception of competence.

The aim of this study was the effect of teaching acceptance and commitment with self-criticism and perceived competence in students with experience of self-harm. Quasi experimental research design and pretest-posttest control group design. The population of male high school students in the academic year 2016-2017 was the city of Tabriz. To select a sample from a boy's school to two secondary school and purposive sampling of 26 students, according to advisor and teacher at the experience of self-harm were selected and randomly divided into two groups of 13 students (experimental group) and 13 students (control group) were included. To collect the data, Self-criticism questionnaire Thompso & Zuroff, perceived competence, Harter and training acceptance and commitment programs were. Data analysis was performed using multivariate analysis of covariance. Results showed that teaching acceptance and commitment on self-criticism and perceived competence influences students with the experience of self-harm. In fact, active learning and increased self-criticism reduces the perceived competence students with the experience of self-harm can result. Therefore, active education on self-criticism and improvement of competencies students with the experience of self-harm are recommended.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which influenced on the school performance of rural students. The model argues that internal motivational variables underlie school performance and that students’ motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 365 rural high school students showed that the degree of perceived value of schooling predicted students’ self-determined motivation and perceived competence. The provision conditions of autonomy support within classrooms predicted perceived competence and students’ school performance directly.