G. Rajabi; M. Shehni Yeylagh; H. Shokrkon; J. Haghigi
Abstract
The purpose of this study was to investigate the causal relationship between gender, prior math performance, perceived sources of mathematics self-efficacy, goal setting, mathematics self-efficacy, attributional styles, and math performance of high school student in Ahvaz, Iran. The sample for the study ...
Read More
The purpose of this study was to investigate the causal relationship between gender, prior math performance, perceived sources of mathematics self-efficacy, goal setting, mathematics self-efficacy, attributional styles, and math performance of high school student in Ahvaz, Iran. The sample for the study consisted of 390 sophomore students (192 boys and 198 girls) who were selected randomly from the high school population in Ahvaz, and had passed math 2 (prior math performance), and were studying math 3 (math performance). Participants were administered the Perceived Sources of Mathematics Self-Efficacy Information Scale (PSMES), the Mathematics Self-Efficacy Scale (MSES), the Attributional Style Questionnaire (ASQ), and the Goal-Setting Scale (OS). Also, the prior and current math grades were obtained from high schools’ archives. In addition to descriptive statistics (mean, standard deviation and Pearson correlation coefficient), the following statistical methods were used to analyze the data: factor analysis, and structural analysis. The primary research question was whether the main model (the relationship between gender, prior math performance, perceived sources of mathematics self-efficacy, goal-setting, mathematics self-efficacy, attributional styles, and math performance) fits the data. In other words, whether the above variables influence math performance. The results indicated that the main model fits but one path (from goal-setting to math performance) was not significant. Also, the path coefficient from mathematics self-efficacy to math performance was negative. The non-significant path, then, was eliminated from the model, and a modified model was formed. The results of testing this modified model showed that it was a better model over the previous one. In short, from nine direct hypotheses only one was not confirmed, and one of them was confirnied in the opposite direction.
Jamal Haghighi; Naser Behroozi; Hossein Shokrkon; Mahnaz Mebrabizadeb Honarmand
Abstract
The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including ...
Read More
The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including 4500 subjects was chosen randomly via a multistage random technique. Then these subjects took the creativity paper and pencil test. Also, the IQ scores of the subjects, were obtained from school archive Subsequently, the primary sample was divided into three groups of low, intermediate and high levels from the standpoint of intelligence and creativity scores. Therefore, we ended up with nine groups. Then, 1440 subjects were selected from the primary sample as the secondary sample (nine groups). Finally, the 16 PF test was administered to all the nine groups. The results revealed that with regards to the personality characteristics of abstract- concrete, sentimental- emotionally stable, expedient- conscientious, controlledundisciplined, relaxed- tense, traits, there are significant differences among the nine combinational groups of intelligence and creativity.
Manijah Shehni Yeilagh; Gholamreza Rajabi; Hossein Shokrkon; Jamal Haghighi
Abstract
This research was conducted to investigate the comparison of mathematics self- efficacy beliefs of male and female students of math- physics, experimental science and human science fields of study, and its relationship with gender, academic fields of study, prior math achievement and goal setting. 400 ...
Read More
This research was conducted to investigate the comparison of mathematics self- efficacy beliefs of male and female students of math- physics, experimental science and human science fields of study, and its relationship with gender, academic fields of study, prior math achievement and goal setting. 400 male and female sophomore students, from three fields of study (math-physics, experimental science and human science), were selected randomly from Ahvaz high school. The Mathematics Self-efficacy and Goal Setting scales were administered to the subjects. The reliability coefficients (ronbach Mph and Split-Half) and validity of the scales were satisfactory. The results of factorial analysis of variance showed that there were significant differences between male and female, and between the three fields of study, in the mathematics self-efficacy beliefs. Also the results of simple correlations showed that mathematics self- efficacy was related to gender, goal setting, academic fields of study and prior math achievement. Finally, multiple regression coefficients, using step.wise method, showed that all of the above mentioned variables predicted mathematics self- efficacy beliefs.
J. Haghighi; H. Shokrkon; M. Mousavi Shooshtari
Abstract
The purpose of this paper is to examine the correlation between The parent-child relationships and the individual and social adjustment of the ninth grade girl students at Ahvaz schools. In this study, 220 girl students were selected by a random multistage sampling method. The hypotheses of the study ...
Read More
The purpose of this paper is to examine the correlation between The parent-child relationships and the individual and social adjustment of the ninth grade girl students at Ahvaz schools. In this study, 220 girl students were selected by a random multistage sampling method. The hypotheses of the study maintained simpl and multiple relationships between the parent-child relationships and the individual and social adjustment of the girl students. To verify the hypotheses, the ‘Parent-Child Relationships Scale” and the “California Test of Personality” were used. The findings, confirming the hypotheses, indicated that there are significant correlations between the parent-child relationships and the individual and social adjustment of the girl students.
A. Shirzadi Bestoni; M. Mehrabizadeh Honarmand; J. Haghighi
Abstract
The purpose of this research was to examine the simple and multiple relationship between perfectionism, anxiety and depression with migraine headache in 300 students of Azad Islamic University of Ahvaz. In this research perfectionism, depression, trait-state anxiety considered as the predictive variables ...
Read More
The purpose of this research was to examine the simple and multiple relationship between perfectionism, anxiety and depression with migraine headache in 300 students of Azad Islamic University of Ahvaz. In this research perfectionism, depression, trait-state anxiety considered as the predictive variables while migraine headache serves as criterion variable. The sample consisted of 150 girls and 150 boys that were selected by a random multistage methed from the Islamic University of Ahvaz. In this research four scales were applied that included Ahvaz Perfectionism Scale (APS), Ahvaz Migraine Headache Questionnaire (AMQ), Spilberger Anxiety Inventory (SM), and Beck Depression Inventory (BDI). The results of research indicated that perfec- tionism, anxiety and depression had positive and significant relationship with migranie headache (P <0/001). In addition, multiple correlation of perfectionism, anxiety and depression with migraine headache are statically significant.
V. A. Attari; J. Haghighi; Z. Khanehkashi
Abstract
This study was conducted to examine the relationship between the range of emotional instability, prosocial behaviour and aggression with academic performance in third grade guidance school students of Ahvaz. The seven major hypotheses of this study were: 1) there is a relationship between the ...
Read More
This study was conducted to examine the relationship between the range of emotional instability, prosocial behaviour and aggression with academic performance in third grade guidance school students of Ahvaz. The seven major hypotheses of this study were: 1) there is a relationship between the range of students’ emotional instability and academic performance; 2) there is a relationship between the student’s prosocial behaviour and academic performance; 3) there is a relation between the students’ aggression and academic performance; 4) there is a correlation between the emotional instability and aggression; 5) there is a correlation between the emotional instability and prosocial behaviour; 6) there is a correlation between the prnsocial behaviour and aggression; 7) multiple correlation coefficient of variables exceeds the mild correlation coefficient of each variable compared to academic performance. The sample of The research consisted of 400 boys and girls selected randomly from four Educational Districts Qf Ahvaz. The results indicate that emotional instability and aggression have negative correlation with academic performance, (r=-0.18) and (r= -0.18) respectively; whereas prosocial behavior is positively correlated with academic performance. The multiple regression of this study showed that Prosocial Behvaiour and Emotional Instability were the best predicting variables for Academic Performance.
A.R. Haji-yakhchali; J. Haghighi; H. Shokrkon
Abstract
The purpose of this research was to investigate the simple and multiple relationships of important antecedents of mastery goal orientation and its relationship with academic performance of first grade boy students at Ahvaz high schools. In this study, positive self- esteem, social responsibility goal, ...
Read More
The purpose of this research was to investigate the simple and multiple relationships of important antecedents of mastery goal orientation and its relationship with academic performance of first grade boy students at Ahvaz high schools. In this study, positive self- esteem, social responsibility goal, school belonging, positive attitudes toward education, perceptions of teacher’s and parent’s mastery goals were considered as antecedental variables and mastery goal orientations as the criterion variable. Also, mastery goal orientation is considered as the independent variable and academic performance as the dependent variable. The research sample consisted of 360 first grade boy students studying at Altvaz high schools in the academic year of 2000-2001. The sample was selected by a random multistage sampling method. The measurement of variables was done by some of the scales of the patterns of adaptive learning scales, and some other scales. The results of this research indicate that there are significant positive relationships between all antecedent variables and mastery goal orientation. There was also a multiple correlation between all antecedent variables and mastery goal orientation. Also, mastery goal orientation had a significant positive relationship with academic performance.
H. Shokrkon; M. A. Pooladi; J. Haghighi
Abstract
This study was carried out to identify the major factors of acadmic uropout of high school male students in the city of Ahvaz, Iran. The sample consisted of 400 male students who were selected randomly from grades I to 4 of the three majors of mathematics, sciences, and humanities. The factors of academic ...
Read More
This study was carried out to identify the major factors of acadmic uropout of high school male students in the city of Ahvaz, Iran. The sample consisted of 400 male students who were selected randomly from grades I to 4 of the three majors of mathematics, sciences, and humanities. The factors of academic dropout were identified by the statistical method of factor analysis. The hypotheses tested in this study claimed that the dropout factors have simple and multiple correlations with the number of permanent and temporary academic failures of the subjects. Two measures were used to collect the required data: a questionnaire containing 97 items concerning the academic dropout, and a measure to determine the number of students’ temporary and permanent academic failures at different grade levels. The factor analysis provided the following 10 factors: 1. curriculum problems, 2. family- health problems, 3. environmental- school problems, 4. social- behavioral problems, 5. growth problems, 6. examination problems, 7. textbook problems, 8. educational problems, 9. general problems, and 10. family conflicts. The results revealed that the four factors of carriculum, examination, textbooks, and educational problems had significant simple correlations with the number of students’ permanent failures. On the other hand, the stepwise multiple regression showed that only factor 6, i.e., examination problems, had an orthogonal relationship with the number of students’ permanent failures. The five factors of family- health, environmental school, educational, general problems, and family conflicts had significant simple correlations with the number of students’ temporory failures, while, the four factors of family- health, general, educational, and environmental- school problems had a multiple correlation with the number of students’ tempovary failures.
G. H Rajabi; J. Haghighi; M. Mehrabizadeh
Abstract
This study was conducted to answer a few research questions about the conservation of number, mass, length and volume among four groups of 7.5 and 10.5 year old girl and boy primary school pupils in Zahedan. The sample cosisted of 120 second and fifth grade pupils of Zahedan who were selected randomly ...
Read More
This study was conducted to answer a few research questions about the conservation of number, mass, length and volume among four groups of 7.5 and 10.5 year old girl and boy primary school pupils in Zahedan. The sample cosisted of 120 second and fifth grade pupils of Zahedan who were selected randomly and equally from 7.5 and 10.5 year old populations. The project clinical method was usedto measure conservation. Data analysis showed that: a) 10.5 -year- old girl and boy pupils performed better than younger pupils in all four types of conservation and their components: prediction, judgernent and explanation; b) there were no differences between girls and boys regarding the four types of conservation investigated; and c) children achieved conservation of number, mass, length and volume successively.
