Farhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The mediating role of goal orientation and learned helplessness in the relationship between implicit theories of intelligence and academic achievementThe mediating role of goal orientation and learned helplessness in the relationship between implicit theories of intelligence and academic achievement113136FAMirmahmoudMirnasabAssociate Professor/ Tabriz UniversitySaeedGaraaghajiPhD Student/ Tabriz UniversityJournal Article20150706This study aimed to investigate assumed model of relationship between implicit theories of intelligence and academic achievement with mediating goal orientation and learned helplessness. To test the model, 253 boys and girls students in the first grade of high school including from five regions of Tabriz were selected by multistage cluster sampling. For collecting data, Achievement Goal Questionnaire, Implicit Theories of Intelligence Scale and Learned Helplessness Scale were used. The results of path analysis indicated that the theory of entity intelligence related with performance goals and incremental theory associated with mastery goals. The negative effect of entity theory on achievement through learned helplessness and its positive effect is through performance goals. Incremental theory of intelligence in addition to direct effect on achievement has indirect positive effect through mastery goals. Learned helplessness has negative effect on achievement both direct as well as indirect through performance and mastery goals. Performance and mastery goals both have positive and significant relationship with academic achievement. Based on results of this study suggested that, for attaining higher academic achievement, schools promote incremental beliefs of intelligence and reduce learned helplessness among students.This study aimed to investigate assumed model of relationship between implicit theories of intelligence and academic achievement with mediating goal orientation and learned helplessness. To test the model, 253 boys and girls students in the first grade of high school including from five regions of Tabriz were selected by multistage cluster sampling. For collecting data, Achievement Goal Questionnaire, Implicit Theories of Intelligence Scale and Learned Helplessness Scale were used. The results of path analysis indicated that the theory of entity intelligence related with performance goals and incremental theory associated with mastery goals. The negative effect of entity theory on achievement through learned helplessness and its positive effect is through performance goals. Incremental theory of intelligence in addition to direct effect on achievement has indirect positive effect through mastery goals. Learned helplessness has negative effect on achievement both direct as well as indirect through performance and mastery goals. Performance and mastery goals both have positive and significant relationship with academic achievement. Based on results of this study suggested that, for attaining higher academic achievement, schools promote incremental beliefs of intelligence and reduce learned helplessness among students.https://researchbt.cfu.ac.ir/article_136_3e47de3676775a723ab48f79a87bff0e.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The Relationship between Mindfulness and Educational Status within the Framework of the Role of Gender in high school students of Shiraz cityThe Relationship between Mindfulness and Educational Status within the Framework of the Role of Gender in high school students of Shiraz city1425137FAJournal Article20150707Objective: First, the present study was to investigated gender differences students on mindfulness and its components; second, study of the relationship between mindfulness and its component and educational status within the framework of the role gender. <br />Methods: To do so, 280 students (140 females, 140 males) were recruited using multi-stage cluster sampling, and they completed Kentucky Mindfulness Inventory and researcher-maid questionnaire. The data were analyzed using series of variance and regression analysis. <br />Findings: The results showed that there was no significant gender differences on total mindfulness scores, but there was significant gender differences on its components: act with awareness and acceptance. Another results indicated that mindfulness positively, its components of act with awareness positively and acceptance negatively could predicted school student’s educational status beyond the demographics variables.<br />Discussion and Conclusion: With regard of the results of the present study it can be claimed that mindfulness, particularly act with awareness, can play an important role in educational progress in school students.Objective: First, the present study was to investigated gender differences students on mindfulness and its components; second, study of the relationship between mindfulness and its component and educational status within the framework of the role gender. <br />Methods: To do so, 280 students (140 females, 140 males) were recruited using multi-stage cluster sampling, and they completed Kentucky Mindfulness Inventory and researcher-maid questionnaire. The data were analyzed using series of variance and regression analysis. <br />Findings: The results showed that there was no significant gender differences on total mindfulness scores, but there was significant gender differences on its components: act with awareness and acceptance. Another results indicated that mindfulness positively, its components of act with awareness positively and acceptance negatively could predicted school student’s educational status beyond the demographics variables.<br />Discussion and Conclusion: With regard of the results of the present study it can be claimed that mindfulness, particularly act with awareness, can play an important role in educational progress in school students.https://researchbt.cfu.ac.ir/article_137_42a2efcad89d2fcea09eaabc186a1e51.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The relationship between cognitive styles and learning styles of students with mathematics anxietyThe relationship between cognitive styles and learning styles of students with mathematics anxiety2640143FAJournal Article20150720This study aimed to investigate the relationship between cognitive styles and learning styles was done with mathematics anxiety. This study is a correlation research that is descriptive of the categories. The study sample consisted of all high school female students in the first grade of a public school education in the academic year in Kermanshah was 94-1393. The sample size was based on Morgan 357 people. The spatial multi-stage cluster sampling was conducted. Participants in the questionnaire Vytkyn cognitive styles, learning styles Kolb and pelicans and Parker have completed mathematics anxiety. The results showed that the learning styles and cognitive styles unrelated to areas of mathematics anxiety, there was a significant correlation as well as learning styles and cognitive styles can predict Field Independence of mathematics anxiety are independent. In general, it can be concluded from the findings that the variation in cognitive structure and learning styles in mind institutionalized students Mathematics influences and can be one of the reasons is the parent mathematics anxiety.This study aimed to investigate the relationship between cognitive styles and learning styles was done with mathematics anxiety. This study is a correlation research that is descriptive of the categories. The study sample consisted of all high school female students in the first grade of a public school education in the academic year in Kermanshah was 94-1393. The sample size was based on Morgan 357 people. The spatial multi-stage cluster sampling was conducted. Participants in the questionnaire Vytkyn cognitive styles, learning styles Kolb and pelicans and Parker have completed mathematics anxiety. The results showed that the learning styles and cognitive styles unrelated to areas of mathematics anxiety, there was a significant correlation as well as learning styles and cognitive styles can predict Field Independence of mathematics anxiety are independent. In general, it can be concluded from the findings that the variation in cognitive structure and learning styles in mind institutionalized students Mathematics influences and can be one of the reasons is the parent mathematics anxiety.https://researchbt.cfu.ac.ir/article_143_923f7447786dbe9e80ae61904b25113d.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522Comparing Gender Difference of High School Students in Social Intelligence, Emotional Regulation and Academic ProcrastinationComparing Gender Difference of High School Students in Social Intelligence, Emotional Regulation and Academic Procrastination4153147FAMoosaPiriRaminHabibikaleybarJournal Article20150729Aim of this research was to determine the differences between male and female students in social intelligence and emotional regulation and academic procrastination. Research method was correlation. Research participants included 276 high Female third grade middle school students in Gonbad Kavous City in the academic year of 2013-14 who were selected using stratified random sampling. For data analysis, MANOVA were used. Procrastination Assessment Scale- Student, social intelligence and emotional regulation questionnaires were used. Validity of questionnaires were approved with factor analysis & reliability of questionnaires were approved with Cronbach's Coefficient Alpha. Results showed that the relationship between academic procrastination and social intelligence is significant but the relationship between academic procrastination and emotional regulation is not significant. Results showed that there is a difference between male and female students regarding social intelligence and emotional regulation but there is no difference regarding academic procrastination.and so, result revealed that mean scores of male students in social intelligence higher than female students and mean scores of female students in emotional regulation was higher than male. This research has implications for teachers & educators & consultants whom can use these results for students achievement.Aim of this research was to determine the differences between male and female students in social intelligence and emotional regulation and academic procrastination. Research method was correlation. Research participants included 276 high Female third grade middle school students in Gonbad Kavous City in the academic year of 2013-14 who were selected using stratified random sampling. For data analysis, MANOVA were used. Procrastination Assessment Scale- Student, social intelligence and emotional regulation questionnaires were used. Validity of questionnaires were approved with factor analysis & reliability of questionnaires were approved with Cronbach's Coefficient Alpha. Results showed that the relationship between academic procrastination and social intelligence is significant but the relationship between academic procrastination and emotional regulation is not significant. Results showed that there is a difference between male and female students regarding social intelligence and emotional regulation but there is no difference regarding academic procrastination.and so, result revealed that mean scores of male students in social intelligence higher than female students and mean scores of female students in emotional regulation was higher than male. This research has implications for teachers & educators & consultants whom can use these results for students achievement.https://researchbt.cfu.ac.ir/article_147_291c7a3559259ffb6fe1e2802945d575.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The relationship between organizational citizenship behavior and ethical behavior of teachersThe relationship between organizational citizenship behavior and ethical behavior of teachers5467140FAJournal Article20150818The aim of this study was to investigate the relationship between organizational citizenship behavior and ethical behaviors are secondary school teachers. The study population consisted of 280 secondary school teachers in the Galedar city and the sample consisted of 160 subjects who use Morgan and were selected through stratified random sampling method. The instruments consisted of a researcher made questionnaire of ethical behavior and organizational citizenship behavior Podsakoff et al Respectively by Cronbach's alpha coefficient ./75 and ./85 nnd validity of the questionnaire was confirmed by experts, is. The results of the study indicate that a significant relationship between organizational citizenship behavior and ethical behavior of teachers there. Independent t-test results indicate a significant difference in terms of gender and ANOVA also showed no significant differences between teachers in terms of education and work experience on their moral behavior score. The results of stepwise regression showed that in two steps, chivalry and altruism variables had a significant relationship with teacher's ethical behavior.The aim of this study was to investigate the relationship between organizational citizenship behavior and ethical behaviors are secondary school teachers. The study population consisted of 280 secondary school teachers in the Galedar city and the sample consisted of 160 subjects who use Morgan and were selected through stratified random sampling method. The instruments consisted of a researcher made questionnaire of ethical behavior and organizational citizenship behavior Podsakoff et al Respectively by Cronbach's alpha coefficient ./75 and ./85 nnd validity of the questionnaire was confirmed by experts, is. The results of the study indicate that a significant relationship between organizational citizenship behavior and ethical behavior of teachers there. Independent t-test results indicate a significant difference in terms of gender and ANOVA also showed no significant differences between teachers in terms of education and work experience on their moral behavior score. The results of stepwise regression showed that in two steps, chivalry and altruism variables had a significant relationship with teacher's ethical behavior.https://researchbt.cfu.ac.ir/article_140_964e16e94668f1b4d3638c7fecc70627.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The Effectiveness of Super's theory on the academic motivation of girl's students the junior high schoolThe Effectiveness of Super's theory on the academic motivation of girl's students the junior high school6885141FAJournal Article20150812This study aimed to was investigate the effect of Super's theory on the academic motivation of student's girls. Research method was semi-experimental with pre-test, post-test and control group. Statistical community included all high schools girl students in for girls city Khomein . cluster sampling was used in current work. After performing the questionnaire of academic motivation, 40 students with lower scores in the questionnaire were randomly selected and placed into two experimental and control groups, each with 20 members. Then, the experimental group received teaching according to Super’s Theory in 6 sessions of 1.5 hours. No intervention was made in the control group. Data was analyzed using covariance analysis method. The results indicated that The significant difference between the two groups increased motivation and some of its aspects: the tendency to progress, social affiliation, fame, power, material rewards, power, self-esteem and self-confidence is to say training at post-test theory Super had a significant impact on student motivation.This study aimed to was investigate the effect of Super's theory on the academic motivation of student's girls. Research method was semi-experimental with pre-test, post-test and control group. Statistical community included all high schools girl students in for girls city Khomein . cluster sampling was used in current work. After performing the questionnaire of academic motivation, 40 students with lower scores in the questionnaire were randomly selected and placed into two experimental and control groups, each with 20 members. Then, the experimental group received teaching according to Super’s Theory in 6 sessions of 1.5 hours. No intervention was made in the control group. Data was analyzed using covariance analysis method. The results indicated that The significant difference between the two groups increased motivation and some of its aspects: the tendency to progress, social affiliation, fame, power, material rewards, power, self-esteem and self-confidence is to say training at post-test theory Super had a significant impact on student motivation.https://researchbt.cfu.ac.ir/article_141_fa4dae51735b3f59305a21e16900ada3.pdfFarhangian UniversityQuarterly Journal of Education Studies2588-41821120150522The study of the effectiveness of problem-based learning on academic performance, motivational beliefs and self-regulated learning strategies in gifted high school girls.The study of the effectiveness of problem-based learning on academic performance, motivational beliefs and self-regulated learning strategies in gifted high school girls.8698142FAJournal Article20150711The objective of this study was to examine the effectiveness of problem based learning which is one of the student-centered teaching methods on enhancing academic performance and motivation of high school talented students. It was a quasi-experimental design. Nonequivalent pretest-posttest control-group design was used in order to check the role of PBL on academic performance and to investigate the effect of PBL on motivational beliefs and self-regulated learning strategies, nonequivalent posttest-only design was used. The instruments were two equivalent forms of second grade high school chemistry lessons and motivational beliefs and self-regulated learning strategies questionnaire (Pintrich and De Groot, 1990).<br />The results of analysis of covariance (ANCOVA) showed that there were not any significant differences in academic performance between control group and experimental group. Furthermore, the results of multivariate analysis of variance (MANOVA) showed that PBL could decrease test anxiety and could increase intrinsic value. ،The results were discussed in the paper.The objective of this study was to examine the effectiveness of problem based learning which is one of the student-centered teaching methods on enhancing academic performance and motivation of high school talented students. It was a quasi-experimental design. Nonequivalent pretest-posttest control-group design was used in order to check the role of PBL on academic performance and to investigate the effect of PBL on motivational beliefs and self-regulated learning strategies, nonequivalent posttest-only design was used. The instruments were two equivalent forms of second grade high school chemistry lessons and motivational beliefs and self-regulated learning strategies questionnaire (Pintrich and De Groot, 1990).<br />The results of analysis of covariance (ANCOVA) showed that there were not any significant differences in academic performance between control group and experimental group. Furthermore, the results of multivariate analysis of variance (MANOVA) showed that PBL could decrease test anxiety and could increase intrinsic value. ،The results were discussed in the paper.https://researchbt.cfu.ac.ir/article_142_23d7e773aff5a02130e1152f33e68c3d.pdf