نشریه آموزش و ارزشیابی
پیاپی 49 (بهار 1399)

The aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413);  academic  motivation  whit  academic  performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance  considering  the  mediating  role  of  academic  motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result.

The purpose of this study was to determine the effectiveness of emotion regulation skills training on executive functions in students with procrastination symptoms. The present study was a semi-experimental study with pretest-posttest and control group design. The statistical population of the study consisted of all female students studying at the eleventh grade of secondary schools in maku city the number of 480 people in the 98-97 school year. From this population, a sample of 30 people (15 people per group) was selected multistage cluster sampling method and were randomly assigned into two experimental and control groups. The data gathering tool was the academic procrastination scale (PAS) and Wisconsin card sorting test (WCST). Data analysis was performed using Multivariate in spss software. The results showed that training of emotion regulation skills decreased the mean scores of the experimental group in executive functions and its dimensions including persistence error and total error compared to the control group (P <0.01). Based on the results, it can be concluded that training of emotional regulation skills is effective on students' executive functions. In conclusion, the results of the present study indicate the importance of training emotion regulation skills in improving the executive functions of students with academic procrastination symptoms.

The main purpose of this study was to determine the relationship between attitude to career and technology course and technological attitude. This research is a quantitative, an applied in terms of purpose, and a correlation-descriptive study. The population consisted of all 15386 high school students in district 1 of education organization at Tabriz in 2018-2019. The 415 students selected as sample by random stratified sampling. Data were collected from 415 secondary education students through Technology Attitude Questionnaire (Lioua and Kuo, 2014) and a researcher-made questionnaire to assess attitudes toward career and technology course and were analyzed using a two-step Structural Equation Model (SEM) approach with Smart Pls 3.2.8. After testing the adequacy of the measurement model, the structural model showed that attitudes to career and technology course significantly predicted technological attitude, such as Technology Learning self-efficacy(0.44), Technology learning value (0.56), Technology learning strategies (0.56), Technology Learning goal orientation (.63), environment stimulation (0.64), Technology Learning self-regulation triggering (0.54), Technology Learning self-regulation-implementing (0.68).these results shed light on the critical role of career and technology course for students’ technological attitude. Due to these relationships, it is suggested that the curriculum of work and technology be given more attention and that its objects, content, and teaching-learning strategies be prepared and implemented in a practical style.

The purpose of this study was to investigate the effect of learning curriculum using Scratch software on problem-solving skills of primary school students in Farahan city in the academic year of 2012. The Scratch software helps children learn programming principles while designing games or interactive stories. This research is of a practical nature and the criterion for collecting information is semi-experimental method. was selected from one of the girls' primary schools in Farahan city and randomly one of the classes was considered as the experimental group and the other was considered as the control group. The sample consisted of 34 primary school students, 17 in the experimental group and 17 in the control group. The instruments used in this research are Heppner problem solving questionnaires, which were used as pre-test and post-test. To analyze the data, descriptive statistics were used to determine the frequency and mean and inferential statistics for covariance analysis. The findings of the analysis showed that the difference between the control and control groups was statistically significant at the level of 0.05 and with a confidence level of 0.95. The results showed that programming skills with Scratch software had a significant effect on student problem solving skills. During the course, students actively engaged in solving various problems in the Scratch software, and inevitably, to solve these issues, they had to analyze the problem and test different solutions, involving students with this Challenges have improved their problem-solving skills.

The aim of the study was to examine the mediating role of self-perception (school identification & perceived control) in the relationship between perception of classroom environment and academic avoidance. Method of this research was descriptive and correlation type. This research population are all Tehran city students in tenth grade. Participants consisted of 661 students that were selected among tenth grades Tehran high school and art school students using multi-stage cluster random sampling and answered to perception of classroom environment questionnaire (Frasser and collogues, 1996) self-perception scale (Fall and Roberts, 2012) and academic avoidance scale (Khormaiee, 1393). Data analyzed with structural squared modeling by Amos software. Result showed that perception of classroom environment effect on self-perception (school identification, self-control) was significantly positive and on academic avoidance was significantly negative. Conclusion also showed increasing student’s perception of classroom environment can enhance their academic avoidance with creating school identification and perceived control in them. Thus, designing proper educational environment and teaching educational personnel for enhancing self-perception of students to preventing of negative educational outcomes, seems necessary.

The purpose of present study was to investigate the psychometric characteristics of academic locus of control scale (ALCS) in high school students. The population of the study includes all high school students of Ardakan and Meybod city. A total of 604 students were selected by categorical random sampling. The data gathered by academic locus of control, E-I locus of control scale and grade point average, and then analyzed by Correlation analysis, confirmatory factor analysis and independent t-test. The results showed that Face and content validity of the scale were confirmed. ALCS had a significant convergent validity with Rotter’s locus of control scale and grade point average (p<.01). The ALCS discriminated between students with high grade point average from those with low grade point average. Investigating of construct validity of ALCS showed one factor structure of the scale was confirmed. Test-retest reliability after a two week interval and Kuder-Richardson alpha coefficient of the ALCS were .83 (p<.01) and .71 respectively. With regarding the results can concluded that Persian version of ALCS has appropriate validity and reliability in participants of present study.

The purpose of this research was construction, reliability and validation of life philosophy questionnaire and it has been done by mixed method (qualitative and quantitative) and its design was exploratory. The population of research was the students of Azarbaijan Shahid Madani University which 484 of them were selected by stratified random method as a sample and participated in it. Initial form of life philosophy questionnaire had 36 statements and 6 subscales which had been prepared on the basis of philosophical approaches and theories of Utilitarianism, Epicureanism, Existentialism, Secularism, Nihilism and Determinism. For implementation of its validity and reliability, the confirmatory factor analysis, multivariate analysis of variance, correlation coefficients and Cronbach's alpha were used. Also, to contemplate discriminative validity of questionnaire, the mean scores of female and male students were compared by using multivariate analysis of variance. On the basis of achieved results, the final questionnaire which consisted of 28 statements (8 statements were omitted) had reliability and relatively acceptable validity. So, the prepared questionnaire has efficiency for use in scientific research. Also it delineates a philosophic profile for each person that could be used in explaining and interpreting the life philosophy of person.

The aim of this study was to evaluate the effectiveness of emotional memory training on reducing behavioral problems and behavioral inhibition of female high school students. This study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all first year high school students in the 5th district of Tabriz in the academic year 2017-2018. From this community, a sample of 30 people with behavioral problems was selected based on targeted sampling and randomly assigned to two experimental (15) and control (15) groups. To collect the data, the Ruther Form of parents and teachers' behavioral problems questionnaire Go/NoGo and emotional work memory software were used. Data analysis was performed using covariance statistical analysis. The results showed that teaching emotional working memory has a significant effect on behavioral problems and behavioral inhibition of students (P<0.05). In fact, teaching emotional working memory reduces behavioral problems and improves behavioral inhibition in students. Therefore, according to the results of the present study, emotional memory training plays an important role in behavioral problems and behavioral inhibition in students