ABOUTALEB SAADATI; saeed mazboohi; SH MARZI
Abstract
The present study investigated the psychometric properties of a Persian version self- reassurance/ self-criticism Inventory in the male and female teachers. This study was of a validation type. The participants were 444 teachers selected through a multistage-cluster random sampling among the teachers ...
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The present study investigated the psychometric properties of a Persian version self- reassurance/ self-criticism Inventory in the male and female teachers. This study was of a validation type. The participants were 444 teachers selected through a multistage-cluster random sampling among the teachers in high school second period in the city of Bojnord of the 2015-16 years. The three scales administrated in this study were: self- reassurance/ self-criticism Inventory, self-efficacy Scale and happiness Inventory. A cronbach’s and test-retest reliability was calculated to examine the reliability of the self- reassurance/ self-criticism Inventory and to check the validity of the method convergent validity, divergent validity and confirmatory factor analysis was used. The calculated α for the inventory was for self-criticism 0.69 and for and self- reassurance 0.77. Neutralizing dimensions respectively self-criticism and for and self- reassurance examined through correlating it to the self-efficacy scale and happiness Inventory given signification. Using factor exploratory analysis confirmed the two-factor structure. The Persian version of the self- reassurance/ self-criticism Inventory seems satisfactory for measuring self- reassurance/ self-criticism symptoms in teacher's samples. Future research is, however, needed to confirm these data in a sample of OCD teacher's. Key Words: self-criticism, self- reassurance, Self-efficacy, happiness.
maryam valizadeh; fariborz dortaj; ali delavar; Kobra Hajializadeh
Abstract
: Compassion and mindfulness as a basis for psychological evaluation, in order to evaluate and activate the desired variable. Considering the fact that in the research background we found out the effect of the educational package on the desired component of the component as effective instruction, by ...
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: Compassion and mindfulness as a basis for psychological evaluation, in order to evaluate and activate the desired variable. Considering the fact that in the research background we found out the effect of the educational package on the desired component of the component as effective instruction, by the decentralization of the components Negative determination. For this purpose, 297 of all women under the sponsorship of a charity in Rudbar city based on the Morgan table in the year (1396) who had a depression diagnosis based on a score of at least 12 in the Beck Depression Test, were selected by random sampling of target audiences They were . In a intervention group, 15 (one) and a control group of 15 (single) were replaced. The present study was a semi experimental design with pretest-posttest design with control group. The tool was used by Self-employed Scheer Questionnaire (Scherer, Maddox, Mercury, Prentice, 1982). Multivariate analysis of variance (MANOVA) was used to analyze the data. The results show the significant effect of this educational package on self-efficacy in depressed female head of household. Research hypotheses were confirmed at the significant level (p <0.0001).
Abstract
This study was conducted with the aim of structural analysis sources of Self-Efficacy Information, Self-efficacy, Goal-Setting and Self-regulation with math performance. The study population included all ninth grade students in secondary school in Sanandaj city; from this population a random sample of ...
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This study was conducted with the aim of structural analysis sources of Self-Efficacy Information, Self-efficacy, Goal-Setting and Self-regulation with math performance. The study population included all ninth grade students in secondary school in Sanandaj city; from this population a random sample of 396 students was selected. The research instruments were Sources of Self-Efficacy Information in mathematics questionnaire, Goal-Setting questionnaire, Self-efficacy mathematics questionnaire & Self-regulation questionnaire. The results of Cronbach's alpha and the first stage of the confirmatory factor analysis represented the good reliability and validity of the tool. Data were analyzed using Statistical technique of structural equation modeling (confirmatory path analysis) with LISREL 8/50 software. The results indicate that:• The Self-efficacy variable has direct, positive and significant effect on the level of 0.01 on math performance (0/589) and no indirect and total effect on math performance variable equal to (0/589)• The goal setting variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/453), indirect positive effect (0/211) and total effect (0/664) on math performance variable. • The self-regulation variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/326), indirect positive (0/190) and total effect (0/516) ) on math performance variable. • The sources of Self-Efficacy Information variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/113), indirect positive effect (0/541) and total effect (0/654) ) on math performance variable.
Anahita Mehrpour; Massoud Hosseinchari; Fateme Kamali
Abstract
Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy ...
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Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy beliefs in emotion regulation across students’ life span, the present study was aimed to investigate the psychometric properties of the Regulatory Emotional Self-efficacy Scale (RESE) which was designed by Bandura & colleqgues. Participants were 291 high-school students in Shiraz. They were selected based on stratified-cluster sampling. 160 girls and 130 boys filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 20). Measures of sampling adequacy were satisfying. EFA revealed two factors, perceived self-efficacy in managing negative emotions & perceived self-efficacy in expressing positive emotions which explain 36 percent of variance. In addition, the obtained Chronbach’s alpha was 0.70 and it was revealed that RESE is reliable to be used in Iran. For second order factor analysis, confirmatory factor analysis was performed using AMOS. The results indicated two subscales of regulating negative emotions factor and it was the same with the source model. In general, the results revealed that regulatory emotional self-efficacy scale is a reliable and valid measure to be used for Iranian high-school students and it can be use for clinical and research purposes.
yousef yousefi; nour ali farokhi
Abstract
Background: Nowadays, authorities give more attention to the creation of motivation in students in order to direct their activities and make them active. Despite the importance of this issue, contradictions are seen in the results of educational motivation researches. Objective: This study was aimed ...
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Background: Nowadays, authorities give more attention to the creation of motivation in students in order to direct their activities and make them active. Despite the importance of this issue, contradictions are seen in the results of educational motivation researches. Objective: This study was aimed at reviewing researches conducted into factors affecting educational motivation and was carried out using meta-analysis method. Method: The population of the present study consisted of all researches on learning motivation recorded in SID, Magiran, and Irandoc databases from 1992 to 2012. A sample of 132 researches was chosen according to the criteria for inclusion in the study, and their data was recorded on the meta-analysis worksheet prepared by the researcher. Overall effect size calculation, Number of Partial Safety (Nfs) ^ Q-test were used for data analysis using CMA-2 software. Results: The results indicated that the following variables have the most effects in learning motivation respectively: learning strategies (ES=0/479), self-efficacy (ES= 0/405), self-esteem (ES= 0/384), selfregulation (ES=0/333), academic achievement (ES=0/329), test anxiety (ES^ -0/196) and gender (ES= 0/037). The analysis of the homogeneity of studies showed that the combined studies were heterogeneous in all variables. The analysis of the number of partial safety indicator also suggested that there was no publication bias among integrated studies in variables.
naser yousefi; naser shirbegi; saleh salehi
Volume 3, Issue 9 , October 2012, , Pages 19-42
Abstract
The present paper mainly aims to do confirmatory factor analysis of the attitude towards research and its relationship with self-handicapping and self- efficacy among the last semester master students of Kurdistan University .The study adopted a correlative design (factor analysis via oblique rotation ...
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The present paper mainly aims to do confirmatory factor analysis of the attitude towards research and its relationship with self-handicapping and self- efficacy among the last semester master students of Kurdistan University .The study adopted a correlative design (factor analysis via oblique rotation with direct OBLIMIN and confirmatory factor analysis were used for testing the validity of instruments and correlation was used for testing the relationship between variables). To do confirmatory factor analysis and to examine the relationship between attitude towards research and self-handicapping and self- efficacy. 400 subjects were randomly selected from among master students of the educational year 2010-2011. The participants completed the Attitude toward Research (ATR), criterion of self-efficacy and self-handicapping and pattern of adaptive learning scales questionnaires. Then the data was analyzed using factor analysis via oblique rotation with direct OBLIMIN, confirmatory factor analysis and regression correlation coefficient. The results of factor analysis via oblique rotation with direct OBLIMIN were indicative of five factors being influential in attitude towards research and then these factors were analyzed using confirmatory factor analysis. Internal consistency reliability coefficients including Cronbach’s alpha and split-half coefficients were of a satisfactory value (respectively 89% and 87%) for 30 items and 5 factors. Correlation coefficients for ATR questionnaires and self- handicapping and self-efficacy questionnaires were respectively 0.51 and - 0.43 which are significant at (P<0001) level. Moreover, the T-test showed that there was no significant difference between male and female students.The results of factor analysis are consistent with prior findings. Considering high validity and reliability value of ATR questionnaires, they can be used in research and academic settings. We can also reduce self-handicapping rate in doing research tasks and increase self-efficacy rate of researches through emphasis on positive attitude towards research.
parvin kadivar; valiollah farzad; mehdi arabzadeh; mamhud negahban salami
Volume 1, Issue 2 , January 2011, , Pages 75-94
Abstract
The purpose of this research was to combine the quantitative results of the researches related to the students' math performance. For this purpose, all studies which have been done in Iran from the year 1381 to 1388, were collected, using the quarterly and scientific-research articles. In general, 40 ...
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The purpose of this research was to combine the quantitative results of the researches related to the students' math performance. For this purpose, all studies which have been done in Iran from the year 1381 to 1388, were collected, using the quarterly and scientific-research articles. In general, 40 cases of them, had meta-analysis measuring features, in particular the effect size measuring feature. The Hodges’s method has been used for metaanalysis and the Cohen’s method has been used for interpreting the findings. The results indicated that there is a significant relationship between math performance and selfe-fficacy, self-regulation, motivation, goal orientation, learning strategies, teaching methods, cognitive styles, reading styles, gender, and perception of the class structure. Among the mentioned variables, self-efficacy was found to be the best predictor of students’ math performance due to its high level of variance.
