Seyyed Nabiollahr Ghasemtabar; Irandokht Fayaz; Mahboobeh Hoseyni
Abstract
Abstract The present research was aimed to determine the role of self-efficacy and cognitive and meta-cognitive strategies of learning in achievement motivation and academic performance of female students in the 6th grade. The current research is a correlational design. The population included all the ...
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Abstract The present research was aimed to determine the role of self-efficacy and cognitive and meta-cognitive strategies of learning in achievement motivation and academic performance of female students in the 6th grade. The current research is a correlational design. The population included all the female students of the 6th grade at 5th district of Iran, among which 106 students were selected through multistage cluster sampling. For measuring self-efficacy, learning strategies, achievement motivation and academic performance, the following instruments were used respectively: general self-efficacy scale of Sherer et al. (1982), learning strategies questionnaire (Karami, 2002), Herman's achievement motivation scale (1970), and academic performance questionnaire of Dortaj (2004). The results of multiple regression test indicated that, respectively, self-efficacy, cognitive and meta-cognitive strategies of learning could significantly predict achievement motivation and also academic performance in girls. Finding of the research has useful implications for policy-makers of the education field.
Farkhondeh Mofidi; Seyyed Nabiollah Ghasemtabar; Neda Najafzadeh
Abstract
This research was performed with the aim of exploring the effectiveness of assertiveness skills training on male student victims of bullying in fourth and fifth grades of elementary school. The population in this research is all the male students of fourth and fifth grades of elementary school in Region ...
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This research was performed with the aim of exploring the effectiveness of assertiveness skills training on male student victims of bullying in fourth and fifth grades of elementary school. The population in this research is all the male students of fourth and fifth grades of elementary school in Region 4 Education in Tehran. Using Multistage Cluster Sampling method, 30 of the students of fourth and fifth grades of elementary were chosen as the sample. As the experimental group, 15 of them were trained in the assertiveness skills, while the other 15 students (control group) received no training. The method of the current research is test-retest with control group, and Bullying Victims Scale (B.V.S, 1996) was used as the research's tool. The covariance analysis results showed that assertiveness skills training for male student victims of fourth and fifth grades is effective (p> 0.001). Data analysis results revealed that assertiveness skills training has good stability over time, as well (p> 0.001).
