Mohammad Reza Askari; behnam makvandi; abdolkazem neisi
Abstract
This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the ...
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This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.
Mohammad Reza Askari; behnam makvandi; abdolkazem neisi
Abstract
The present study aimed at predicting academic performance based on academic engagement, academic self-efficacy, goals of progress and perception of the school atmosphere in the gifted secondary high school students in Ahwaz city. The research method was descriptive correlational and 300 gifted students ...
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The present study aimed at predicting academic performance based on academic engagement, academic self-efficacy, goals of progress and perception of the school atmosphere in the gifted secondary high school students in Ahwaz city. The research method was descriptive correlational and 300 gifted students (140 male and 160 female) were selected through stratified random sampling. To collect the required data, Zarang Educational Inventory (2011), Mauritius Educational Self-Efficacy Inventory (2001), Midgley et al (1998), Perceptual Questionnaire of the Atmosphere of the Tricet and Mouse School (1973) and Taylor's Educational Performance Questionnaire (1999) were used. To analyze the collected data, statistical methods such as Pearson correlation coefficient and multiple regression analysis method were used. The findings of the study revealed that there is a significant positive correlation between academic engagement, academic self-efficacy and the components of achievement and approach with academic performance, and there is a negative significant correlation between achievement avoidance components and academic performance. Among the predictor variables, respectively, academic self-efficacy, avoidance goals, mastery goals, and approach were the best predictors of gifted students' academic performance. The level of significance was at P
mohammadreza zoghipaidar; abolghasem iaghobi; safdar nabizadeh
Abstract
Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were ...
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Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were selected byusing available sampling as a participating in the study. For screeningand data collection, were used family-school questionnaire (Midget, 2000), parent Conner’s rating scale (Connors, 1998 ) Parental Stress Scale (Barry and Jones,1995), theRaven Intelligence Scale for children and self-made academic performance test. descriptive statistics such as mean and standard deviation andinferential statistical such as correlation and stepwise regression analysis was used to analyze of data. The results showed that there is a positive andsignificant relationship between academic performance of students with ADHD andparent’s instrument approach but parental stress and parent’s controlling approach aresignificant negative correlation with academic performance of their children.The results showed that parental stress and parent’s controlling approach could have significantly to predict the academic performance of students with ADHD. Parentalstress was also the best predictor of their academic performance. The findings indicate that although child with ADHD could have many challenges for parents however with educating parents and get help from counselors and psychologists can improverelations between children and parents and helped them to achieve better academic results.
Mokhtar Malekpour; Sara Aghababaei; Ahmad Abedi; Mojgan Shooshtari
Volume 3, Issue 9 , April 2013, , Pages 1-20
Abstract
The aim of this research is to investigate into the efficacy of working memory training on executive functions and academic performance of students with spelling learning disability. In this semi-experimental research, 30 3rd grade elementary female students with spelling learning disability are selected ...
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The aim of this research is to investigate into the efficacy of working memory training on executive functions and academic performance of students with spelling learning disability. In this semi-experimental research, 30 3rd grade elementary female students with spelling learning disability are selected through multistage random sampling. These students are randomly assigned into two groups (one experimental group and one control group, each consisting of 15 students). The instruments used in the study are NEPSY test, Wechsler Intelligence Scale for Children (WISC), Checklist for Identifying Students with Spelling Learning Disability, Clinical Interview and Spelling Academic Performance Test. The data was analyzed by Analysis of Covariance. The findings indicated that working memory training can improve executive functions and spelling performance of students. So in can be concluded that working memory training can be used as an intervention method in improvement of executive functions and spelling difficulty in students with spelling learning disability.
Majid Eydi Baygi; Mahtab Mehrabizadeh Honarmand; Yahya Akbari Shayeh; Bahman Zarezadegan; Ali Ahmadian
Volume 3, Issue 9 , April 2013, , Pages 129-144
Abstract
The aim of this study is to compare the mental health and academic performance of epileptic and non-epileptic adolescent 12-18 years-old students of middle and high schools in Ahvaz in the academic year 2010-2011. The ex-post facto is the methodology used in this study. The sample includes 24 students ...
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The aim of this study is to compare the mental health and academic performance of epileptic and non-epileptic adolescent 12-18 years-old students of middle and high schools in Ahvaz in the academic year 2010-2011. The ex-post facto is the methodology used in this study. The sample includes 24 students with epilepsy homogenized with 24 normal students in middle and high schools in Ahvaz. The General Health Questionnaire (GHQ-28)is administered individually in both groups. The GPA of students is considered to study the ir academic performance. The data are analyzed using MANOVA. The results show there are significant differences between the students with epilepsy and non-epileptic students in the overall mental health and all areas (except anxiety) and also in the academic performance (p<0/05). The refore students with epilepsy are poorer and in direr need in terms of general mental health, physical symptoms, social functioning, depressive symptoms and academic performance. The risk of epileptic seizures can reduce adolescent mental health and academic performance. It is recommended that students should receive mental health training. Also parents and teachers should receive training to improve the mental health and academic performance of their children.