Developmental Psychology
Arzoo Hossein Rezaei; Fariborz Dortaj; Seyyed Ali Hoseini Almadani
Abstract
IntroductionAnxiety is considered a part of every person's life in all societies as an appropriate and adaptive response. Lack of anxiety or high anxiety may cause a person to face significant problems and risks. Moderate and constructive anxiety makes a person do his work in a timely and appropriate ...
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IntroductionAnxiety is considered a part of every person's life in all societies as an appropriate and adaptive response. Lack of anxiety or high anxiety may cause a person to face significant problems and risks. Moderate and constructive anxiety makes a person do his work in a timely and appropriate manner and thus makes his life more productive and durable. This research has been done with the aim of providing a model to explain exam anxiety based on emotional arousal, emotion management and academic self-efficacy regarding the mediation of study habits among Female students secondary school students. In the process of growth and development, children, adolescents, and young people experience various types and a wide range of anxieties, and sometimes these anxieties are so intense that they make their daily life and education difficult. One of these types of anxiety is exam anxiety. Exam anxiety, as a common and important educational phenomenon, has a close relationship with the performance and academic success of children, teenagers, and young people. MethodThe descriptive research method was correlation type. The statistical population of this research consists of all the female students at the secondary school in Kerman city, numbering about 4700 people who were studying in the in year 2021, of which 354 people were selected as a sample by stratified random method. To collect data from Sarason's test anxiety questionnaires (1957), Huston's study skills questionnaire (2013), Jinks and Morgan academic self-efficacy questionnaire (1999), Williams et al.'s emotion management questionnaire (1997), Zuckerman's excitement seeking questionnaire (1978) has been used. Data analysis was done with spss24 and Amos24 software and multiple regression, Sobel test and structural equation modeling were used.ResultsThe research findings, while confirming the proposed research model, showed that there is a significant relationship between emotional arousal, exam anxiety and study habits among female students. The results of the Sobel test show that study habits play a mediating role in the relationship between emotional arousal and exam anxiety of students. There is a significant relationship between emotion management, exam anxiety and study habits among female students. And study habits play a mediating role in the relationship between emotion management and students' exam anxiety. There is a significant relationship between academic self-efficacy, exam anxiety and study habits among female students. And study habits play a mediating role in the relationship between academic self-efficacy and students' exam anxiety. There is an inverse and significant relationship between study habits and exam anxiety among female students.DiscussionBased on the research results, study habits play a mediating role in the relationship between emotional arousal and exam anxiety of students. In this way, rational and correct emotional arousal leads to the use of correct study habits, and correct study habits lead to a reduction in exam scores. The research results show that study habits play a mediating role in the relationship between emotion management and students' test anxiety. In this way, the correct management of emotions leads to the use of correct study methods and habits, and the correct study habits lead to the reduction of exam anxiety.
Khabat bahri; maryam pourjamshidi
Abstract
Introduction
Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' ...
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Introduction
Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' learning and performance, both of which are influenced by various factors, including the teaching method used. Research in recent years has shown that effective teaching methods require the integration of technology to activate and improve learners' capabilities. The integration of technology in education has become a necessity in many educational systems worldwide. While educators recognize the benefits of educational technologies, the integration of technology into the curriculum is still complex and challenging for teachers. They often find it difficult to integrate technology effectively into the classroom and have questions about how technology integration can improve learners' performance.
Method
The present study aimed to investigate the integration of technology in teaching role-playing methods and its effect on cognitive engagement and academic self-efficacy of elementary students in experimental sciences. The study used an experimental design with a pre-test and post-test design with a control group. The sample included 60 sixth-grade students selected through a multi-stage cluster sampling method and randomly assigned to three groups: an integration of technology in role-playing, role-playing, and a lecture group.The data were collected using two questionnaires: the Tinio Academic Engagement Questionnaire (2009) and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999).
Results
The results showed that the integration of technology in the teaching method of role-play had a positive effect on students' cognitive engagement and academic self-efficacy compared to traditional role-playing and lecturing methods.
Discussion
Integrating film technology into role-playing methods for elementary school children provides the conditions for learning in which students can make their thinking processes more coherent and organized. The method helps children better receive and process information through visual, auditory, and motor channels. It also increases students' self-efficacy through social interactions that take place between them, their teacher, and peers, leading to a growth in students' sense of pride and competence in their achievements and abilities.In conclusion, it is recommended that teachers integrate technology such as film into their teaching methods to help students better engage with the subjects of the experimental sciences and increase their academic self-efficacy.
Majid Dolatkhah; Mohammad Ali Mohammadyfar; Ali Akbar Aaminbeidokhti; mahmood najafi
Abstract
Introduction The purpose of this study was to compare the effectiveness of the school success program and stress management on self-efficacy, involvement, burnout and academic performance of students in district 1 of Ahvaz city. The school's success program is a preventive program based on a multidimensional ...
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Introduction The purpose of this study was to compare the effectiveness of the school success program and stress management on self-efficacy, involvement, burnout and academic performance of students in district 1 of Ahvaz city. The school's success program is a preventive program based on a multidimensional therapeutic and corrective approach, and it focuses on increasing academic success and self-esteem, self-concept, self-efficacy, feeling relaxation at school, self-centered and school-oriented attitudes and goal oriented. Stress is a risk factor for health. Several studies have shown that students with high stress have raised more complaints at both physical and mental health levels. Students with high stress tend to perceive exams as hazardous or threatening in comparison with students with low stress. The sample was all male high school students in the first grade of the district one of Ahvaz city in the year 2017-2018. Method The statistical population of this study was all first-year high school students in the first grade of Ahvaz city, district one in 2017-2018. From this statistical population, a sample of 270 participants was selected through cluster random sampling. After performing a pre-test, 60 students were randomly assigned to all the first grade students and assigned to two experimental groups (each group with 20 participants) and one control group (20 participants). The present study included a pilot study with pre-test and post-test with a control group. The self-efficacy questionnaire (Morgan), academic involvememnt questionnaire (Zerang), academic burnout (Bersu et al.), and academic performance of students (the mean scores of academic grades in both the first and second academic semester) were used to measure the variables. School success and stress management interventions were considered for 10 sessions, (each session was two hours). Results Multivariate analysis of variance showed that success styles interventions and stress management increased self-efficacy, academic involvement and academic performance, while reducing academic burnout. Succeeding in school can play an important role in students' education. Discussion The two types of training can be used as complementary or supplementary programs to improve academic performance. This success method can play an important role in student education as it is in complete concordance with students' target learning activities.
