Psychology
ataolah mahmodi; Yahiya Yarahmadi; omid moradi
Abstract
Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement ...
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Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 secondary school students of Bukan city, who were selected in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Rio academic engagement questionnaire (2013) were used, and multivariate covariance analysis was used to analyze the effectiveness. Based on the results of the educational intervention, the pattern of reverse learning and collaborative learning has a positive and significant effect on students' academic engagement (sig<0.05). Also, the findings showed that there is a significant difference between the effectiveness of the reverse learning educational program and cooperative learning-based education on students' academic engagement only in the cognitive engagement component (sig<0.05). Therefore, it can be concluded that the originality of the teaching method based on reverse learning can be one of the reasons for the effectiveness of reverse teaching compared to cooperative education, especially in the component of cognitive engagement.
Sohrabali Harsaj Ghasemi; Jamal Sadeghi; Alireza Homayouni
Abstract
Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied ...
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Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.
Findings: The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).
Conclusion: The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.
Ebrahim Kokabi Rahman; Davood Taghvaei; Zabih Pirani
Abstract
Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students ...
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Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.Findings: The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.Conclusion: According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.
Fereshteh Rastgar; Jamal Sadeghi; Alireza Homayouni; Vahid Fallah
Abstract
Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population ...
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Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population of the study was all female high school students in the ninth grade of Sari city in 1398.280 students as a sample size so that first from all 12 schools, including 8 public schools were selected randomly and in the stage Second, 10 classes (30 people) were randomly selected from all classes according to the entry criteria and observing ethical considerations. Collection tools included the Clever Academic Involvement Questionnaire (2012), the Rescue Executive Action Questionnaire (2013), and the Freeston et al. Uncertainty Intolerance Questionnaire (1994). Data were analyzed using SPSS-18 and Amos-23 software and descriptive and inferential statistical methods at a significance level of 0.99.Findings: The results showed that executive actions were associated with academic engagement mediated by ambiguity intolerance (AGFI = 0.987, RSMEA = 0.042). On the other hand, a significant direct relationship was observed between intolerance of uncertainty and executive actions (r = -0.34, p <0.01) and academic conflict (r = -0.31, p <0.01). There was also a significant direct correlation between cognitive actions and academic engagement (r = 0.34, p <0.01). In general, the fitted model showed that the effects of direct and indirect paths of 83% of the educational engagement variable can be explained by intolerance of uncertainty and executive actions.Based on the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school.Conclusion: According to the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school. Due to the fact that cognitive actions are multidimensional and acquired variables, the pleasure of learning and effort in academic performance can be increased by improving cognitive and metacognitive strategies. Therefore, educational professionals can influence students' academic engagement and improve their academic performance by teaching cognitive actions and increasing the level of uncertainty tolerance in the form of educational programs.
Zahra Emami Khotbesara; Hossein Mahdian; Abolfazl Bakhshipoor
Abstract
Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. ...
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Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. The statistical population of this research included all secondary school girls of the 7th district of Mashhad in the academic year of 2020. 45 people who had a lower score in the dependent variable and were willing to participate in training sessions were selected as a sample and were randomly divided into two experimental groups and one control group (15 people in each group). One week after the pre-test for all three groups, one experimental group was exposed to the independent variable of academic vitality training and the second experimental group was exposed to psychological capital training, and the control group did not receive any training and then from all The groups were taken after the test. Rio (2013) standard academic engagement questionnaire was used to collect data. In this research, in order to investigate the differences between groups, multivariate and univariate repeated measure variance analysis was used, taking into account the intragroup (test) and intergroup (group membership) factors.Findings: The results showed that teaching academic vitality and psychological capital increases academic engagement in female students. The results showed that there is no significant difference between the effectiveness of academic vitality training and psychological capital on academic engagement.Conclusion: According to the findings, it can be concluded that academic vitality training and psychological capital are effective in increasing academic engagement and there is no difference between their effectiveness.
