Marzeh Arghavani; Ghasem Ahi; Mohamad hasan Qanifar; Fatemeh Shahabizadeh; Reza Dastgerdi
Abstract
IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an ...
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IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences. MethodThe current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis. ResultsThe findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant ConclusionThe findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.
Ghasem Ahi; Yosef Arfae Rahimian
Abstract
The purpose of this study was to investigate the relationship of Hypomanic Activation, Demoralization and Dysfunctional Negative Emotions Based on the Minnesota multiphasic personality inventory-2-restructured form (MMPI-2RF) in anxiety, depression and sexual motivation of people with sexual dysfunction.This ...
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The purpose of this study was to investigate the relationship of Hypomanic Activation, Demoralization and Dysfunctional Negative Emotions Based on the Minnesota multiphasic personality inventory-2-restructured form (MMPI-2RF) in anxiety, depression and sexual motivation of people with sexual dysfunction.This descriptive correlational study was performed on all persons with sexual dysfunction who referred to counseling centers and medical clinics in Mashhad for treatment of sexual problems. The sample included 336 individuals. An available sampling method was used to select the sample. Data were collected using the Minnesota multiphasic personality inventory-2-restructured form (MMPI-2RF) and the multidimensional sexual problems questionnaire (subscale of anxiety, depression and sexual motivation). Pearson correlation coefficient and multiple regression analysis were used to investigate the research hypotheses using SPSS-22 software.Findings showed that there was a significant positive correlation between hypomanic activation, demoralization and dysfunctional negative emotions with anxiety and sexual depression and a negative significant relationship with sexual motivation (p < 0.01). In addition, it was found that hypomanic activation, demoralization and dysfunctional negative emotions explained 22% of the variance in sexual anxiety (R Square= 0.22). It was also found that 23% of the variance in sexual depression is explained by hypomanic activation and demoralization. Hypomanic activation and demoralization also account for 14% of the variance in sexual motivation.The findings of the present study indicate the role of hypomanic activation, demoralization and dysfunctional negative emotions in anxiety, depression and sexual motivation in patients with sexual dysfunction.
Fathallah hasanzade -; samanesadat tabatabaii
Abstract
Research findings show that adolescent girls are susceptible to develop various forms of eating behaviors, because they are sensitive to challenges related to size, shape and physical appearance. This study aimed to investigate the role of shame, self-Compassion and intolerance of uncertainty in pathology ...
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Research findings show that adolescent girls are susceptible to develop various forms of eating behaviors, because they are sensitive to challenges related to size, shape and physical appearance. This study aimed to investigate the role of shame, self-Compassion and intolerance of uncertainty in pathology of eating Attitudes among female students. This study was descriptive and correlational and the statistical society of the study included all third year high school female students in Birjand in the academic year of 1395-1396. Given to the society volume and on the basis of krejcie-morgan sample size table, sample volume was assessed 259. data was collected by Body-image shame scale (Duarte et al, 2015), Other as shamer scale (Matos et al, 2015), short form of the Self-compassion scale (Raes et al, 2011), Intolerance of uncertainty scale (Carleton et al, 2007) and Eating attitude test (Garner et al, 1979). In order to examine the research hypotheses, multiple regression analysis was used. Multiple regression analysis showed that body-image shame, adaptive self-compassion and Shame from others predict eating Attitudes, but maladaptive self-compassion and Intolerance of Uncertainty did not play a role in explaining this relationship. These findings emphasize on the facilitating role of self-compassion abilities and pathogenic effects of shame in pathology of eating Attitudes.
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.
