Abstract
Although the relationship between parental involvement and academic achievement is widely studied, there has been little attention to testing the role of student motivation and academic engagement as a mediators of this relationship. Therefore, the aim of the present study was to investigate the relationship ...
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Although the relationship between parental involvement and academic achievement is widely studied, there has been little attention to testing the role of student motivation and academic engagement as a mediators of this relationship. Therefore, the aim of the present study was to investigate the relationship between parental involvement and academic achievement, with regard to mediating role of motivation and academic engagement. For this purpose, in a descriptive-correlational study, 375 high school students of Kashmar and one of their parents were selected by multi-stage cluster sampling method. The participants completed Parental Involvement Questionnaire (based on parent report), Parental Involvement Questionnaire (based on student report), Academic Motivation Scale, Engagement Scale and Academic Achievement. Data were analyzed by Lisrel and SPSS22 software, using structural equation modeling. The results of this study showed that proposed model has an acceptable fit with the data. In addition, motivation and academic engagement mediated the relationship between parental involvement and academic achievement of high school students. In sum, results of this study emphasized the importance of communication and parental involvement in students’ academic activities.
F. Afzali; A. Delavar; M.R. Falsafinezhad; N.A. Farrokhi; A. Borjali
Volume 21, Issue 2 , December 2014, , Pages 89-104
Abstract
Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference ...
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Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference in fundamental mathematics skills. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students from Tehran. The DINA model showed no differences in the guess, slip, IDI and RMSEA parameters among the two groups. Also, male and female students had equal performances regarding the average mastery of mathematics skills, but female students were more predominant than boys in the mastery of mathematics concepts while male students showed a meaningful predominance in mathematics middle operations skills and applying what they had learned to real life situations.
H. Ahadi; F. Khoeini; A. Delaver
Volume 20, Issue 1 , June 2013, , Pages 1-18
Abstract
The present research aimed at comparing the thinking styles and sensation seeking in undergraduate art and mathematics students. The type of research was causal-comparative, and the target population of this study was comprised of all the undergraduate female students studying art and mathematics at ...
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The present research aimed at comparing the thinking styles and sensation seeking in undergraduate art and mathematics students. The type of research was causal-comparative, and the target population of this study was comprised of all the undergraduate female students studying art and mathematics at the art and architecture faculty and Payambar Azam Educational Complex of Islamic Azad University, Central Tehran Branch. Via relative stratified sampling, 662 female students were chosen from the target population. These students were studying in the second semester of the Iranian school year 87-88. To assess the thinking styles and sensation seeking of the participants, Sternberg’s Thinking Styles Inventory (TSI; Sternberg, 1997a) and Arnett’s Inventory of Sensation Seeking (AISS; Arnett, 1994) were respectively administered. After collecting the data, the hypotheses of the study were tested by independent samples t-test, which resulted in the following findings: (a) judicial, monarchic, hierarchic, global, and local thinking styles in art students are not significantly different from those in mathematics students (p < 0.05), (b) internal thinking style in art students is significantly higher than that in mathematics students (p < 0.01), (c) external thinking style in mathematics students is significantly higher than that in art students (p < 0.05), (d) executive and conservative thinking styles in mathematics students are significantly higher than those in art students(p < 0.01), (e) anarchic (p < 0.05) and legislative, oligarchic, and liberal (p < 0.01) thinking styles in art students are significantly higher than those in mathematics students, and (f) sensation seeking in art students is significantly higher than that in mathematics students (p < 0.01).
A. Delavar; J. Yarali
Abstract
This research project was aimed at standardization of D. 70 Test for the high school students of Abadeh. In this study, 800 students were selected from their population by a systematic random sampling method. All subjects completed the D. 70 Test, Ghisclli’s Achievement Motivation Test, Raven’s ...
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This research project was aimed at standardization of D. 70 Test for the high school students of Abadeh. In this study, 800 students were selected from their population by a systematic random sampling method. All subjects completed the D. 70 Test, Ghisclli’s Achievement Motivation Test, Raven’s Progressive Matrices (Standard Form), and Anre Ray’s Memory Test (Card A). The D. 70 Test has been constructed as an equivalent form for the D. 48 Test in France. The reliability coefficients of D. 70 Test have been resported to range from .68 (Thomas and Chissom. 1979), to .9 (Kowrousky et. al. 1970) through .92 (Carrathers, 1982). The reliability coefficients of D.70 Test in this study were found to he .88 by odd-even split-half method. The validity coefficients of D. 70 Test have been reported to be from .13, .39 and .56 (between D. 70 and equivalent tests) to .66, .67 and .87 (between D. 70 and D. 48). In the present study, the criterion validity coefficient of D.70 Test was .36 (between GPAs and D. 70). Furthermore, its construct validity coefficients were .36 (between Progressive Matrices and D. 70), .14 (between Achievement Motivation Test and D. 70), and .28 (between Memory Test and D.70); the validity coefficients were all statistically significant at P=.01.
