مجله آموزش پژوهی
پیاپی 2 (تابستان 1394)

The purpose of the present study was to determine the relationship between self-efficacy, task value and intrinsic-extrinsic goal orientation with achievement emotions included enjoyment, boredom, pride and shame in math. Correlation method was used in this study. The statistical population was female and male high school students of five district of education in Tabriz were enrolled in the academic year 92-93. From this population, a sample of 345 students (167 girls, 178 boys) were selected by multi-stage cluster sampling method. For collecting data, academic emotions questionnaire and self-regulated learning questionnaire were used. Data analysis was performed using the Pearson correlation coefficient and stepwise regression analyzes. Correlation matrix showed a significant positive relationship between emotions of enjoyment and pride with the motivational variables. Stepwise regression analysis showed that self-efficacy and task value, were explained 35 % of the variance of enjoyment in mathematics. Motivational factors of task value, self-efficacy and extrinsic goal orientation predicted 21% of the variance of boredom in math classes. For achievement emotion of pride, the only significant predictor, was self-efficacy with 8% variance explaining. Self-efficacy and extrinsic goal orientation predicted 12% of the variance of shame as an achievement emotion.

The goal of present study, in framework of a causal model, was to investigate the relationship between perceived social support and academic buoyancy with mediating role of motivational beliefs. Research method was correlational and the statistical population was consisted of all high school students of Shiraz. Participants were 320 students (157 boys and 163 girls), selected based on a multistage random cluster sampling method and they completed questionnaires of perceived social support (Zimet, Dahlem, Zimet & Farley, 1988), motivational beliefs (Pentrich & DeGroot, 1990), and academic buoyancy (Deghanizadeh & Hosseinchari, 1391). Reliability and validity of measures was confirmed. The results of data analysis revealed that the model with this study data contains suitable "goodness of fit" and direct effect of social support on academic buoyancy, social support on motivational beliefs and motivational beliefs on academic buoyancy was confirmed. Finally, investigation of coefficients of path analysis showed that motivational beliefs were a mediator between perceived social support and academic buoyancy. Accordingy, social support sources can increase academic buoyancy of students by promoting their motivational beliefs.

The goal of this study was to investigate relationship between patience components(transcendence, patience, persistence, consent and delay) and test anxiety with the mediating role of achievement goals components(learning, performance- approach , performance avoidance and indifference) among university students. To this extent, 281 senior students (161male and 120 female) who inhabit shiraz university- dormitory were selected using random cluster sampling and patience components Questionnaire, goal orientation Questionnaire and test anxiety scale responded. Structural equation modeling(SEM) was used evaluate path analysis of observable variables. The results of path analysis indicated that between patience components , patience, consent and persistence components negatively, and transcendence component possetively have anticipate test anxiety. Moreover performance avoidance goal played a mediating role in the relationship between test anxiety and patience components. According to the present researchs results, its offered to use patience training for reduced test anxiety in learners.

This study investigated the mediation role of goal setting in the relationship between dimension of attribution style (attribution style positive and attribution style negative) and self- Efficacy. Participations were 260, female (182) and mal (78), teacher’s safashahr city. Participants completed revised version of questionnaire Peterson Attributions style and Schwarzer R. self- efficacy of teacher’s questionnaire, and questionnaire goal setting. To examine reliability of Cronbach alpha coefficient (86/0، 61/0، 85/0) and to determine validity of internal consistency were used. The path diagram of hypothetical model tested by simultaneous regression analysis, according to recommended steps of baron and Kenny. Result show that Attributions style positive was a positive predictor and goal setting was a positive predictor of self- Efficacy (β=0/48 P; <0/001). Also Attributions style positive was a positive predictor (β=0/20 P; <0/001) and Attributions style negative was a positive predictor of goal setting (β=0/18 P; <0/003). Suggestions and implication for future research are also proffered.

This study examines the effectiveness of coping strategies for reducing anxiety Islam from the Holy Quran for eighth grade students was to study species mentioned in quasi-experimental research with pretest-posttest control group was. The population includes all students who were clinical conditions, 50 randomly selected Nfrbsvrt Shdndvdrdvgrvh Qrargrftnd.abzarpzhvhshy control test of 40 questions test anxiety. For data analysis, descriptive statistics methods Vamarastnbaty (test t). Results of the study showed that the stage after test, test, and control the level of anxiety between the two groups Mnadarvjvddard.batvjh difference to the findings, we can say that the teaching of coping strategies for Islam from the Holy Quran Vrahkar method effective in reducing anxiety. Based on the findings, we can conclude that for the prevention and treatment of anxiety disorders in children, can be non-damaging therapies Rajaygzyn Mannddarv damaging methods of chemical treatment or beaten violence still seen in some schools, the. It is suggested teaching coping strategies derived from the Quran, Islam Ramdyran, consultants and trainers training schools in order to correct, prevent and treat problems of the students to operate.

The aim of the present research was to study the predictive role of goal orientation in prediction of self-regulation learning and subjective-vitality. The participants were 300 students consist of 150 boys and 150 girls which selected by multistage cluster sampling. The instruments of the study were Elliot and McGregor Questionnaire (2001), Pintrich and De Groot Scale (1990) and State Vitality Scale (Ryan & Frederick, 1997). The results showed that the goal orientations (mastery-approach, performance-approach and performance-avoidance) are positive and significant predictors of cognitive and metacognitive strategies. In addition the performance-approach was positive and significant predictive of subjective-vitality. The result and their implications were discussed based on the theoretical framework. Because of limited research in domain of subjective-vitality we suggested to study other variables predict the subjective-vitality.

Predicting educational success by identity styles and self-efficacy beliefs (personal and collective)in high school boy students in Isfahan city. Subjects were selected from the high school students of the isfahan city. They were 274 high school boys. Sampling was by cluster sampling. We used Berzonsky’s identity styles inventory (revised by White and et all in 1989), Bandura’s personal self-efficacy beliefs(1997) and Kim and Park collective self-efficacy beliefs Questionnaire(1999). Pearson correlation and regresion was used. The result of this study show that there is a significant direct relationship between informative identity style and normative identity style, personal self-efficacy beliefs and collective self-efficacy beliefs(p<./01). significant negative relationship was observed between confuse identity style and identity commitmen that is the more the score of the subjects is higher in confuse identity style the less his score is on identity commitment. Predicting educational success by identity styles and self-efficacy beliefs (personal and collective)in high school boy students in Isfahan city showed that identity styles and self-efficacy beliefs (personal and collective) were able to predicting of educational success

The purpose of this study was study of the relationship between lecturers' teaching styles & learners' higher order thinking skills development in non-profit truism educational institutes.the study was descriptive correlational and Statistical population included 30% of non-profit truism educational institutes from north, south, east & west of country. By simple clustered sampling method, all institutions' lecturers were selected & by simple random sampling method in each lecturer class, five students from each teacher were selected.Total statistical sample included 72 teachers and 360 students. Instruments of study included teaching styles questionnaires (Grasha & Richman,1996) & learners' higher order thinking skills (zakeri,1392).Results indicated: 1-the highest mean is belonged to personal teaching styles & the lowest mean is belonged demonstrator teaching styles. 2-the student's higher order thinking skills in non-profit truism educational institutes on four dimensions was higher than acceptable levels and lower than the desired level. 3-there is a significant relationship between the kinds of lecturers' teaching styles and student's higher order thinking levels.4-the strongest positive predicator is delegator teaching styles but expert teaching styles is not the meaningful predictable of student's higher order thinking skills level.