جستجوی مقالات مرتبط با کلیدواژه « self- efficacy » در نشریات گروه « علوم تربیتی »

The study of behaviors that can hinder the healthy academic lifestyle of learners has always been the interest and attention of researchers. The present study investigates the mediating role of self-efficacy in the relationship between parenting styles and academically inhibiting behaviors of secondary school students.

This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023.Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), General Self-Efficacy Scale (Sherer et al.,1982), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software.

Based on the results of this research, the proposed model had a good fit. The results showed that Parenting Styles has a significant effect on Academically inhibiting behaviors both directly and indirectly through self-efficacy (P<0.05); and this role becomes more prominent with the mediation of self-efficacy.

Considering the meaningful relationship between Parenting Styles and Academically inhibiting behaviors and confirming the mediating role of self-efficacy, it is suggested in this context. In order to decrease the Academically inhibiting behaviors of students, while paying attention to the Parenting Styles, focus on increasing self-efficacy in this group. In this context, it is important to empower students as well as extracurricular training sessions focusing on the aforementioned variables.

This research was conducted with the aim of investigating the effect of self-efficacy on organizational commitment and job performance of managers. The research was a survey type. The statistical population of the research is all principals of primary schools in Varamin city, using Morgan's formula, 113 people were selected as the sample size using Morgan's table. In order to collect data, the self-efficacy questionnaire of Scherer et al. (1982), Patterson's job performance questionnaire (1990) and Allen and Mir's organizational commitment questionnaire (1991) were used, and spss software was used to analyze the data and test the hypotheses. Descriptive statistics section focused on central and dispersion indicators, and in the statistical inference section, correlation coefficient and regression tests were used to test hypotheses. The final results of the hypotheses test showed that self-efficacy affects managers' organizational commitment. Also, selfefficacy affects managers' job performance.

improving technological infrastructure and teacher training can help increase the impact of educational technology on students' motivation and self-efficacy. The purpose of this research was to investigate the relationship between teachers' attitudes towards educational technology, learning motivation and self-efficacy of sixth grade elementary students in Farashband city in the academic year 1402-1401.

The current research was a fundamental research in terms of its purpose, and a correlational descriptive research in terms of data collection. The statistical population in this research was all the sixth grade elementary teachers and their students in Farashband city, and according to Morgan's table, the number of statistical samples was calculated to be 237 people. However, due to the type of statistical method and limited access to the sample, 100 people were considered. And it was selected using cluster random sampling method. The data collection tool was Yaqovs Educational Technology Questionnaire (2005), Kashif et al.'s motivation to learn (2013) and Sherer et al.'s (1982) general self-efficacy.

The findings showed that there is a significant and direct relationship between teachers' attitude towards educational technology and students' learning motivation with a correlation coefficient of 0.137. There is a significant and direct relationship between teachers' attitude towards educational technology and students' self-efficacy with a correlation coefficient of 0.156. Also, the results of the coefficient of determination test showed that educational technology explains and predicts students' learning motivation by 2%.

This research shows that teachers' attitude towards educational technology can have a positive effect on students' learning motivation and self-efficacy, although these effects are relatively weak. To improve the results and take full advantage of educational technology, it is necessary to pay attention to other factors and try to create a supportive and comprehensive educational environment.

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The purpose of this research is to standardize and validate the intellectual humility scale.Intellectual humility means that a person knows and admits that he is not superior or better than others, and that he does not become arrogant in the field of thought, judgment, feeling, and special attachment to his thoughts and opinions, because it deprives him of the possibility of impartial judgment.

The current research is applied in terms of purpose and correlational in terms of method. The statistical population of the research included all students of Urmia University in 1402-1403, of which 335 people were selected through available sampling. Data were collected online. The tools used were intellectual humility scale and communication humility scale, self-efficacy scale and gratitude scale. In order to determine validity, confirmatory factor analysis, convergent validity and face validity were used, and Cronbach's alpha coefficient and test-retest reliability were used to check reliability. Data were also analyzed by SPSS-23 and Amos software.

The results of confirmatory factor analysis yielded an acceptable fit for the existing structure of the questionnaire for the four factors of independence of logic and self, openness to reconsidering one's point of view, respect for the point of view of others, and lack of intellectual prejudice. Also, the concurrent validity results showed that the questionnaire has good validity. Cronbach's alpha coefficients also showed that the reliability of the four factors is from 0.62 to 0.86, which shows that the questionnaire has acceptable reliability, and the convergent validity of the scale showed that there is a significant correlation between the scale of intellectual humility and communication humility, self-efficacy, gratitude has it.

According to the findings of this research, the intellectual humility scale has good psychometric properties and can be used as a suitable tool to investigate intellectual humility. This tool has good validity and reliability.

The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves.Method This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used.ResultsIn the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed.Discussion and Conclusions The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.

This study was conducted with the aim of investigating the effect of cognitive group therapy on social adjustment, self-efficacy and metacognition of North Tehran University students in the academic year 1400-1401.

The current research is a descriptive-cross-sectional and correlational study. The statistical population of this research included all students of North Tehran University, 15 of whom were selected based on Morgan's table by random sampling and were investigated. Research data were analyzed using statistical methods and indicators including: frequency, percentage, mean, standard deviation, correlation coefficient and multivariate regression, research tools including self-efficacy and social adjustment questionnaires were used.

There is a significant relationship between the cognitive therapy group on the social adaptation, self-efficacy and metacognition of Tehran students in the academic year of 1400-1401.

The present study was conducted with the aim of investigating the effectiveness of virtual teaching of math lessons on self-efficacy, creative thinking and responsibility of eighth grade female students. The research method was semi-experimental. The target population of this research included all eighth grade students in Karaj city in the academic year of 1401-1402. A staged cluster sampling method was used and 30 students from one of the schools that were randomly selected were randomly replaced in two experimental and control groups.The intervention program was implemented with the virtual training of mathematics lessons for the experimental group during eight sessions, The obtained data were analyzed at the level of descriptive statistics by calculating the mean and standard deviation and at the level of inferential statistics of covariance analysis that the scores of the variables of self-efficacy, creative thinking and responsibility of the students in the experimental group and the control group were statistically at the level of (P>0.05) had a significant difference. The results of the research showed that the virtual teaching of math lesson was effective on the self-efficacy, creative thinking and responsibility of the students of the experimental group, and the virtual teaching of the math lesson had a significant effect on the sub-scales of self-efficacy, creative thinking and responsibility of the students. Therefore, it is necessary that the use of information technology with the design of different software for teaching math lessons in different levels of education should be taken into consideration by educational officials and planners.

This research was conducted with the aim of investigating the desire of agricultural students of Razi University for lifelong learning and the factors affecting it using Bandura's social cognition theory.

This research was done in a descriptive –correlational way. The statistical population of the research was 1,365 students of Razi University's Agriculture and Natural Resources Campus, of which 300 were selected by stratified random sampling with proportional assignment according to the level of education. Standard questionnaires were used in order to collect data. In addition to confirming the validity and reliability of standard questionnaires in past studies, in the present study, the questionnaires were examined and localized for agricultural students in terms of content and appearance. The collected data were analyzed using SPSS and Smart-PLS software and in two descriptive and inferential sections

The current situation of the four dimensions of Bandura's social cognition theory showed that the three dimensions of expectation-value, self efficacy and self-regulation were at a high level in students. But the students were at an average level in terms of self-control. The results of structural equation modeling also showed that the two variables of self-efficacy as the first factor and self-regulation as the second factor had an effect on the desire for lifelong learning.

By institutionalizing lifelong learning and training students based on it, and on the other hand, by strengthening lifelong learning through promoting self-efficacy and self-regulation in students, the issue of lack of skills and unemployment of graduates can be overcome to some extent.

This research was conducted to study the effectiveness of the lesson study method on the self-efficacy of primary school teachers.

The research method was quasi-experimental and pre-test-post-test design with two experimental groups and a control group. The statistical population included sixth grade teachers of primary schools in Tehran and the sample size included 60 teachers who were randomly selected and replaced in the experimental (30 people) and control (30 people) groups. The data collection tool included the job self-efficacy questionnaire (Riggs and Knight-1994). In the pre-test stage, the dependent variable (job self-efficacy questionnaire) was conducted on both experimental and control groups. Then, the independent variable (lesson study training) was implemented on the experimental group during 12 sessions of 90 minutes, and the control group did not receive any training. Then, in the post-test stage, the dependent variable (job self-efficacy questionnaire) was administered again for both groups (experiment and control). The validity of the questionnaire was checked and confirmed by experts. The total reliability of the job self-efficacy questionnaire according to Cronbach's alpha coefficient was 0.86 and the reliability coefficient of its sub-scales including individual self-efficacy beliefs was 0.86, individual outcome expectations were 0.88, collective efficacy beliefs were 0.88 and collective outcome expectations were 0.85. In order to analyze the data, descriptive statistics and inferential statistics (analysis of covariance test) were used in SPSS software version 22.

The analysis of covariance test showed that there is a significant difference in the pre-test scores of teachers' self-efficacy between the effect of the two experimental groups (lesson study training ) and the control group (P=0.000 and F=28.678), which means that the self-efficacy score in teachers who They have received the lesson study training, it has improved more.

Since lesson study training has an effect on teachers' self-efficacy, it is recommended to pay attention to lesson study training to grow and strengthen teachers' self-efficacy.Key words:lesson study training, self-efficacy, collective efficacy beliefs, individual self-efficacy beliefs, primary school teachers.

The present study was conducted with the aim of investigating the effect of flipped teaching method on the self-directed learning and self-efficacy of Farhangian University students. It was a quasi-experimental study with a pre-test-post-test control group design. Among the 100 students of women's campus of Farhangian University of Bandar Abbās branch (including 5 classes) in the first semester of the academic year 1400-1401, who were passing the course on the application of information and communication technology in education (2), 40 students were selected and they were randomly assigned to 2 classes of 20 students as control and experimental groups. In order to collect the data related to the self-directed learning and self-efficacy, the standard self-directed learning questionnaire of Fisher et al. (2001) and the self-efficacy questionnaire of Scherer and Maddox (1982) were used. To analyze the data, multivariate covariance analysis and SPSS software (version 24) were used. The results showed that the flipped teaching method has a positive and significant effect on the self-directed learning and self-efficacy of students. This means that the flipped method leads to an increase in the students' self-direction and self-efficacy.

Positive organizational behavior seeks to improve individual and organizational performance by understanding and strengthening the positive characteristics of employees, as well as by identifying, investing and developing the strengths of human resources. In this regard, the aim of the present study is to investigate the relationship between positive organizational behavior and organizational performance among elementary school teachers in Sarein. The present research method is descriptive and correlational. The validity of the questionnaire has been confirmed based on the opinions of experts and university professors. Our statistical population includes all the teachers, managers and principals of Sarein city, numbering 108 people, due to the small number of the population, all people were selected as a sample, and the questionnaire link was sent to the people through Shad virtual space. To collect data, two questionnaires of positive organizational behavior by Luthans et al. (2007) and Hersey and Goldsmith's organizational performance (2003) were used. The reliability of the questionnaires was reported as 0.90 and 0.86 respectively. The results of the analysis show that there is a positive and significant relationship between self-efficacy, resilience and optimism and organizational performance. But there is no significant relationship between hope and organizational performance. The positive behavior of employees is a kind of valuable and useful behavior that people show voluntarily and willingly. Therefore, it seems very important and necessary to study and investigate this kind of behavior in the organization.

Introduction and goal: 

The current research was conducted with the aim of the role of self-efficacy in the relationship between motivation to progress, competitive anxiety and sports performance in students participating in school sports Olympiads.

The statistical population in this research includes 320 students participating in school sports Olympiads in Bakhtegan city. Nafer was in 2023. Sampling was based on the available sampling method. In this way, 175 students were selected from among the students participating in sports Olympiads of schools in Bakhtegan city, based on the sample determination table of Gorjesi and Morgan (1970). Then the sample people completed the questionnaire used in the current research.

the results showed that there is a significant relationship between the progress motivation variable and sports performance. There is a significant negative relationship between competitive anxiety variable and sports performance. There is a significant positive relationship between the progress motivation variable and self-efficacy. There is a significant negative relationship between competitive anxiety and automaticity. There is a significant positive relationship between self-efficacy and sports performance. The self-efficacy variable as a mediating role had a positive relationship with the sports performance variable, so that this variable showed a stronger role in increasing the students' sports performance than the independent variables of progress motivation and competitive anxiety..

It can be concluded that self-efficacy can play a mediating role in the positive relationship between achievement motivation and sports performance. While the negative relationship between competitive anxiety and sports performance is affected.

In more precise terms, the BOM plan is a special school program, according to the educational-cultural approach and taking into account skill-oriented teaching and the development of educational activities in schools across the country for essential education, taking into account the requirements of the living environment. It is the students. The present study investigates the role of special school program components on students' self-efficacy and citizenship education with the statistical population of all fifth and sixth grade female students in Taft city (320 people) and the sample size according to Morgan's table is 175 people in opnions have been asked. In this research, three questionnaires of BOM design (special school program), self-efficacy and citizenship education were used in order to test the hypotheses, using multiple regression and Pearson correlation coefficient in a stepwise manner; As a result, the correlation between the components of the canvas design and self-efficacy was calculated as 0.79 and the R2 value was equal to 0.63, in other words, 63% of the variance of the self-efficacy scores can be predicted through the canvas design, and the components of the canvas design with knowledge self-efficacy. Students are connected. Also, the regression analysis shows that the correlation between the components of the landscape plan and citizenship education is 0.71 and the R2 rate is 0.51; Therefore, 51% of the variance of citizenship education scores can be predicted by the BOM design, and according to the F value (F=42.87, p<0.001), the BOM design can have significant positive effects on education. Students have citizenship. In the end, the main hypothesis of the research was confirmed and the components of the BOM project had a significant effect in predicting the self-efficacy and citizenship education of the fifth and sixth grade female students in Taft city.

The present study aimed to compare the self-efficacy, achievement motivation and Adaptive Behavior among single-grade and multi-grade students in elementary schools. The statistical population of the study encompasses the elementary fifth- and sixth-grade students of Buein-Zahra city in the 2019-2020 academic year. 118 multi-grade and 202 single-grade students were selected using stratified sampling method. study instruments consisted of self-efficacy questionnaire (Sherer and others, 1982), Achievement motivation (Hermans, 1970) and Adaptive behavior (Lambert, 1974). The collected data were analyzed using descriptive statistical methods (measures of central tendency and dispersion) and inferential statistical methods (MANOVA). The results showed that although the self-efficacy of single-grade students are higher than that of multi-grade students, but this difference is not significant. Also, the single-grade students possess the higher scores in the achievement motivation, and the multi-grade students have more Adaptive behavior. Therefore, paying attention to the characteristics of the classes could be effective in the multi-faced advancement of the students.

The purpose of the present study is to investigate the relationship between task value and goal orientation with academic achievement with the mediating role of self-efficacy in students of Khorram Abad Azad University. The research method was a correlational description. The statistical population was 12,000 students of the Islamic Azad University, Khorramabad branch. The sample size was selected based on Klein's model and with available sampling method (online method) of 350 people. To measure the research variables, students' last semester's GPA, Pintrich & DeGroot's task value scale, achievement goal questionnaire–revised Elliott and Murayama and the general self-efficacy scale of Sherer & Maddux were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and Amos software version 24. Based on the data analysis, there is a significant relationship between the task value, goal orientation and self-efficacy with academic achievement (P<0.01). Also, the direct paths of this research were significant and the indirect paths of task value and goal orientation through the mediating role of self-efficacy on students' academic achievement were significant. Finally, the final research model had a good fit (RMSEA = 0.061 and P-value < 0.05) and 39% of the variance of academic achievement was explained by the task value and the goal orientation with the mediating role of self-efficacy. Therefore, it can be concluded that the studied variables have a theoretical intersection and paying attention to the effect of these variables on students' academic achievement can be used in future planning and cover the gaps.