جستجوی مقالات مرتبط با کلیدواژه « ادراک شایستگی » در نشریات گروه « پزشکی »

Lack of interest and motivation for the study has never been caused by one factor, and as a result, there are many unknowns and problems in educational failure. One of these issues is the feeling of academic boredom and its causing factors. Educational boredom is an excitement and one of the crucial factors in disrupting the optimal learning process of students. This educational excitement is defined by cognitive, emotional, physiological, and motivational components as well as external indicators or manifestations experienced during educational activities such as class attending, studying, or doing homework. On the other hand, active participation in school is a multidimensional structure that has both cognitive (self–directed learning and using cognitive strategy) and emotional (sense of belonging to school and valuing of school education) dimensions and has positive educational and personality consequences for students and is an essential and worthwhile challenge as an aspect of adolescent growth. Students' participation in the teaching and learning process is a crucial step towards increasing the quality and achieving the goals of education. Therefore, the purpose of the current study was to present a structural model of relationships between active participation in school and educational boredom with the mediating role of competency perception in high school boys.

According to its purpose, this research is fundamental, and in terms of data collection, it is a correlational analysis employing structural equation modeling. The statistical population consisted of all ninth–grade male students in public schools in Babol City, Iran. The sample size was estimated as 300, according to the number of variables, the allocation of a coefficient of 25 for each variable (10 variables observed in the model), and the possibility of some incomplete questionnaires. They were selected by a two–stage clustering method. In the first stage, 10 schools were selected from 14 public schools in Babol. In the second stage, 12 classes were randomly selected from all twenty 25–student classes. To collect data, the Questionnaire of Active Participation in the School (Wang et al., 2011), the Educational Boredom Scale (Pekran et al., 2005), and the Competency Perception Questionnaire (Harter, 1985) were used. For data analysis, regression analysis and structural equation modeling were performed in SPSS18 and Amos23 software. The significance level was set at p<0.05.

The results showed that the variables of active participation in school have a direct and significant effect on educational boredom (β=–0.274, p=0.027), perception of competence on academic boredom (β=–0.587, p=0.042), and also the indirect path of the impact of active participation in school was verified with the mediating of the competency perception on boredom (β=–0.582, p=0.001). The model had a good fit according to the indices of GFI=0.994, CFI=0.990, and RMSEA=0.044.

Based on the research findings, active participation in school affects academic burnout through the mediation of competence perception. Therefore, it is suggested that students are encouraged to participate in school activities through teamwork, solving problems creatively, doing things, and achieving a common goal with cooperation. These activities can promote cognitive behavioral activity as the essential components of competence perception and reduce academic failure, boredom, and even truancy.

It is necessary to pay attention to the perception of competence and quality of life in students because of its effective role on mental, physical and social health; therefore, the aim of this study was to determine the effectiveness of optimism training on the perception of competence and quality of life of elementary students.

In a quasi-experimental study of pre-test and post-test with a control group, from the fifth and sixth grade students of Chabahar city in the academic year 2020-2021, 30 people were selected by available sampling method and in two A group of 15 people were tested and tested; And responded to Harter's Merit Perception Scale and Quality of Life Ravens Siberi et al. The students in the experimental group underwent Seligman optimism training for 8 sessions of 60 minutes, but the control group did not receive any training. Data were analyzed using SPSS software version 22 and multivariate analysis of covariance at the significance level of α = 0.05.

The results showed that there was a significant difference between the perception of competence and quality of life of students in the experimental group compared to the control group (P <0.01).

The results showed that optimism education improved the perception of competence and quality of life of elementary students, so the results of the study require more attention of educators in the field of the effect of optimism on improving the psychological status of students.

The aim of this study was to investigate the effect of curriculum interventions based on academic engagement model on academic fascination of male students with low academic engagement. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the study included 11th grade male high school students in the cities and regions of Oramanat in the academic year 2019-2020. To this aim, 30 male students with low academic involvement were selected by multi-stage cluster sampling and were randomly assigned into experimental and control groups, 15 students each. The curriculum interventions based on academic engagement model were implemented in the experimental group. Then post-test was performed for both groups. The instrument used in this study was the Academic Fascination Questionnaire (Martin and Jackson, 2008). The data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that curriculum interventions based on academic engagement model have a significant effect on the students' academic fascination (P <0.05). Findings also indicated that by relying on concepts such as competency perception, academic optimism and academic excitement, curriculum interventions based on academic engagement model can be used as an effective way to enhance the academic fascination of students with low academic engagement.

Improvement of one’s competencies leads to a higher quality of life. Therefore, this study aimed to determine the effectiveness of positivity education on the students’ perception of competence and quality of life.

This is a  quasi-experimental study with pre-test and post-test design and a control group. The statistical population consisted of all fifth and sixth-grade students of Chabahar city, Iran, in the academic year 2020-2021 from whom 30 people were selected through convenience sampling method. The study population was divided into two experimental (n=15) and control (n=15) groups and both groups responded to Harter’s Perceived Competence and Ravens-Sieberer et al. Quality of Life scales. The students in the experimental group were educated about positivity (based on Seligman et al.) for eight sessions, each taking 60 min; however, the control group did not receive any education. Data were analyzed using SPSS software (Version 22) and multivariate analysis of covariance at the significance level of α=0.05.

Based on the obtained results, positivity education significantly increased students’ perception of competence and quality of life (P<0.01).

Based on the obtained results, it is recommended to educate positivity to students to improve their perception of competence and quality of life.

Background and Since positive thinking has a major impact on many aspects of life, the purpose of this study was to investigate the effect of positive-thinking education on the perceived competency and social skills of the orphan and mistreated children of 10 to 12 years old.
The method of the study was quasi-experimental and one-sample design with pre-test and post-test. The statistical population included all the female orphans and mistreated children between the ages of 10 and 12 from Rasht in 2016 that among them 10 children were selected using convenience sampling. The research tools were social skills questionnaire for teachers (Gresham and Elliot, 1990) and Children's competency perception questionnaire (Harter, 1982). Positive thinking was trained in 14 sessions of 90 minutes to the sample group. Data analysis was performed using Cohen's coefficient and Hedges coefficient.
The results of this study showed that positive-thinking education could increase the perceived competence and social skills of children and the subjects participating in the post-test had significantly higher perceived competence and social skills (P In sum, the results of this study confirm the usefulness and effectiveness of positive thinking in increasing the perceived competency and social skills of the orphan and mistreated children.