Mohammad Asl Mohammad Alizad; Hamid Taher Neshat doust; Hoshang Talebi; Ahmad Abedi
Abstract
The acquisition and promotion of Students' academic competence in the scholastic process is a desirable outcome for any educational system. Having a measure for accurately assessing students’ academic competence is very important. Therefore, the goal of this study was construction and validation ...
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The acquisition and promotion of Students' academic competence in the scholastic process is a desirable outcome for any educational system. Having a measure for accurately assessing students’ academic competence is very important. Therefore, the goal of this study was construction and validation of the academic competency questionnaire and identification of its dimensions and components. The population of interest includes all male and female first year high school students in Tabriz. A sample of 660 students participated in the study through multi-stage cluster sampling method. The initial instrument was developed based on the Model of Academic Competence and Motivation (McGrew, 2013). Validity of the instrument was determined by utilizing the Content Validity Ratio (CVR), exploratory factor analysis and concurrent correlation with the Motivated Strategies for Learning Questionnaire (MSLQ). The results of exploratory factor analysis affirmed 5 significant factors for the “orientation towards self” subscale, 6 factors for the “orientation towards learning” subscale and 8 factors for the “orientation towards others” subscale. The goodness-of-fit indicators obtained from the second-order confirmatory factor analysis also confirmed this structure including three main subscales, 19 factors and 109 items. In general, the research findings showed that this questionnaire has the necessary psychometric properties to assess the academic competence of high school students and can be used as a useful tool in this field.
Mohamad Asgari; Fatemeh Amoamoha
Abstract
The purpose of this study was to determine the effect of using the portfolio evaluating on the motivation and academic achievement of students in the third grade elementary school in the city of Nahavand in the academic year 2012-2013. For this purpose, a sample of 100 individuals (2 girls and 2 boy's ...
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The purpose of this study was to determine the effect of using the portfolio evaluating on the motivation and academic achievement of students in the third grade elementary school in the city of Nahavand in the academic year 2012-2013. For this purpose, a sample of 100 individuals (2 girls and 2 boy's classes) was selected randomly in a multi-stage method; then, a class (male and female) as an experimental group and a class (male and female) Was selected as the control group. The experimental groups received a course in a portfolio evaluating, but control groups received standardized measurements. For data collection in pre-test and post-test, Hermann's motivation questionnaire and researcher-made academic achievement test were used. Data analysis using multivariate analysis of variance (MANOVA) for differential scores showed that there is a significant difference between motivation and academic achievement in two groups of measurement and portfolio assessment. That is, students who had received a portfolio assessment had a higher degree of motivation and academic achievement than control groups who received standardized measurements. In addition, the portfolio assessment on the motivation and academic achievement of elementary school-boy students has a significant effect; and on the motivation achievement of female students in the third elementary school has a significant effect, but on the academic achievement of female hasn't a significant effect. Measurement-gender interaction was also significant.
Ahmad Ghodsi; Siavash Talepasand; Alimohammad Rezaei; mohammadali mohammadifar
Abstract
Abstract Background: Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students. Method: The participants were 363 high school students (172 Male, ...
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Abstract Background: Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students. Method: The participants were 363 high school students (172 Male, 191 Female) in second and third grades who were selected through random multistage sampling and completed task cost scale of Fluke et al, Pintrich's questionnaire of task value, Vallerand's Questionnaire of academic motivation, and Semnan's questionnaire of task value. Data were analyzed by confirmatory factor analysis. Results: The results show that a four-factor structure (the inside effort cost, the loss of valued alternatives cost, emotional cost, and outside effort cost) fits the structure of cost task. Cronbach's alpha for the total scale was 0.97 and for the subscales of the inside effort cost 0.87, the loss of valued alternatives cost 0.90, emotional cost 0.91, and outside effort cost 0.93. Correlation analysis shows that there is a significant relationship between the scores of subscales of task costs and task value in the range of -0.39 to -0.48. The scores of achievement value, value of internal interest, and value of external interest have a significant relationship with components of task cost in the range of -0.35 to -0.56. Furthermore, the subscales of task cost and reluctance have a significant relationship in the range of 0.22 to 0.29. Conclusion: The Persian version of the task cost scale has acceptable psychometric characteristics for the students and can be used as a valid instrument in psychological researches
E. Zaraii Zavaraki; E. Rezaei
Volume 2, Issue 5 , October 2011, , Pages 1-36
Abstract
Background: E-teaching and e-learning as modern methods has had an evolutionary trend during the recent decades. Since e-learning environments are free from time and space, assessment of students' learning is also a challenging problem in such settings. Objective: The objective of the present study was ...
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Background: E-teaching and e-learning as modern methods has had an evolutionary trend during the recent decades. Since e-learning environments are free from time and space, assessment of students' learning is also a challenging problem in such settings. Objective: The objective of the present study was to examine the impact of e-portfolio on attitude, motivation and academic achievement of Khajeh Nasirddin Toosi University's E- Learning Center Students. Method: The research methods was quasi-experimental and statistics population included all the Khajeh Nasirddin Toosi University's e- Learning Center students who were enrolled in computer engineering course in the second semester of 1389-90 academic year . The sample comprised Two classes of data structure courses that were chosen purposively. The two classes had 50 students that due to lack of cooperation of 10 students, the sample size was 40 individuals who were randomly divided into experimental and control groups. At first, of each group, a pre-test was done in same conditions and then experimental group was exposed to the independent variable. In this way that experimental group trained with e-portfolio and control group trained with conventional method during of 2 months of semester. In order to examine the obtained variations, a post-test of the each group was taken at the end of 2 months. Descriptive and inferential statistics were used to analysis the data. Results: Tthe results showed significantly an increased attitude, motivation and academic achievement toward the examination in the experimental groups compared with the control group. Students, who were trained through e-portfolio, had a high motivation, positive attitude toward the examination and high academic achievement respectively. Conclusion: We can suggest the use of e-portfolio in e-learning as one of the modern methods in assessment.
Azadeh Bolooki; ali delavar; Esmail Mam sharifi
Volume 1, Issue 3 , April 2011, , Pages 1-33
Abstract
he present research aims to investigate the role of motivational and attitudinal components on math achievement and compile a structured model for first year high school students in Urumiyeh city. The sample group comprised 300 first year high school students in Orumiyeh city. In order to gather ...
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he present research aims to investigate the role of motivational and attitudinal components on math achievement and compile a structured model for first year high school students in Urumiyeh city. The sample group comprised 300 first year high school students in Orumiyeh city. In order to gather data and determine the level of participants' math achievement, their math scores of the first semester was used. In analyzing data, method of analysis route, using LISREL software, the effects of direct and indirect effects and general self-concept variables, father' education level of mathematics, interest in mathematics, parental support and gender stereotyping were discussed. The results showed that the role of self-concept variables, father' education level, parental support and the importance of mathematical on math achievement was meaningful. Further, the self-concept variables and the education of his father's direct progress with mathematical lesson was significant.The other results in this research for index fit and proper research with data was considerable.
