2120151122The Role of Cognitive Styles, Advancement Goals and Mathematics Self Efficiency in the Students' Achievement in MathematicsThe Role of Cognitive Styles, Advancement Goals and Mathematics Self Efficiency in the Students' Achievement in Mathematics1312185FAHadiTaghizadehHamdollahManzary TavakoliHusseinKareshkiNoshirvanKhezri MoghadamJournal Article20150624This research aimed at studying the roles of cognitive styles, achievement goals, and mathematics self efficiency on the students' achievement in mathematics. The participants of the research were 263 grade seven public high school students in Tabatkan district which were selected using the two stage clustering sampling method. The students received a questionnaire for the two cognitive styles of field dependence and field independence, Midglay et al's (2001) questionnaire of goal oriented, and the mathematics self efficiency questionnaire. The collected date from these questionnaires were analyzed using Pearson's correlation method, independent T test and multiple regression. The results showed that there was a positive and significant relationship between cognitive styles, achievement goals, mathematics self efficiency and mathematics achievement. Also it was revealed that self efficiency had a higher role in predicting mathematics achievement. The results also suggested that field independent students showed more mathematics self efficiency. Additionally they had high scores in mastery goals. On the other hand field dependent students had high scores in avoidance goal. Moreover the study showed that there was a significant relationship between mastery goals and mathematic self efficiency. Also there was a direct and significant relationship between the rate of self efficiency and the score of orientation goal. There was a significant indirect relationship between the rate of self efficiency and avoidance goal score. Finally the study showed that the students' performance in mathematics could be directly predicted through cognitive styles, advancement goals and mathematics self efficiency. However in step by step regression analysis it was revealed that the role of the beliefs of mathematics self efficiency was superior to the roles of the advancement goals and cognitive styles.This research aimed at studying the roles of cognitive styles, achievement goals, and mathematics self efficiency on the students' achievement in mathematics. The participants of the research were 263 grade seven public high school students in Tabatkan district which were selected using the two stage clustering sampling method. The students received a questionnaire for the two cognitive styles of field dependence and field independence, Midglay et al's (2001) questionnaire of goal oriented, and the mathematics self efficiency questionnaire. The collected date from these questionnaires were analyzed using Pearson's correlation method, independent T test and multiple regression. The results showed that there was a positive and significant relationship between cognitive styles, achievement goals, mathematics self efficiency and mathematics achievement. Also it was revealed that self efficiency had a higher role in predicting mathematics achievement. The results also suggested that field independent students showed more mathematics self efficiency. Additionally they had high scores in mastery goals. On the other hand field dependent students had high scores in avoidance goal. Moreover the study showed that there was a significant relationship between mastery goals and mathematic self efficiency. Also there was a direct and significant relationship between the rate of self efficiency and the score of orientation goal. There was a significant indirect relationship between the rate of self efficiency and avoidance goal score. Finally the study showed that the students' performance in mathematics could be directly predicted through cognitive styles, advancement goals and mathematics self efficiency. However in step by step regression analysis it was revealed that the role of the beliefs of mathematics self efficiency was superior to the roles of the advancement goals and cognitive styles.https://aep.journals.pnu.ac.ir/article_2185_ad929e3077aed265bc8e1ae39881ac41.pdf2120151122Effectiveness of Assertiveness on Decreased Social Anxiety and Increased Self-Esteem and Self-Efficacy in Female StudentsEffectiveness of Assertiveness on Decreased Social Anxiety and Increased Self-Esteem and Self-Efficacy in Female Students28142187FAAkbarRezaeiElmiraGheibatJournal Article20141012The study was carried out with the aim of determining Effectiveness of assertiveness on decreased social anxiety, increased self-esteem and self-efficacy in female, high school students. The present research was a clinical practice of semi-experimental design with pre-test, post -testand control group. The statistical population of this research included first grade, female high school students in region 4 of Tabriz in the educational year of 2012-2013. At first, 200 students were selected by cluster sampling method as an initial sample and after performing assertiveness test, 60 ones who had low self-assertiveness skill were chosen. Then, these students were divided into two groups experimental (n=30) and control group (n=30). Before intervention, Watson & Friend social anxiety Questionnaire, Cooper Smith Self-esteem Questionnaire and Sherer general self-efficacy Questionnaire were administered as pre-test on students of both groups. Then intervention was carried out in 8, 90 min sessions. After intervention stage, again social anxiety, self-esteem, and self-efficacy questionnaires were carried out on students. The obtained data was analyzed using descriptive statistical methods (mean, standard deviation) and referential statistical methods (ANCOVA). The results of ANCOVA showed that the effect of experiment factor i.e. instructing assertiveness was significant (pThe study was carried out with the aim of determining Effectiveness of assertiveness on decreased social anxiety, increased self-esteem and self-efficacy in female, high school students. The present research was a clinical practice of semi-experimental design with pre-test, post -testand control group. The statistical population of this research included first grade, female high school students in region 4 of Tabriz in the educational year of 2012-2013. At first, 200 students were selected by cluster sampling method as an initial sample and after performing assertiveness test, 60 ones who had low self-assertiveness skill were chosen. Then, these students were divided into two groups experimental (n=30) and control group (n=30). Before intervention, Watson & Friend social anxiety Questionnaire, Cooper Smith Self-esteem Questionnaire and Sherer general self-efficacy Questionnaire were administered as pre-test on students of both groups. Then intervention was carried out in 8, 90 min sessions. After intervention stage, again social anxiety, self-esteem, and self-efficacy questionnaires were carried out on students. The obtained data was analyzed using descriptive statistical methods (mean, standard deviation) and referential statistical methods (ANCOVA). The results of ANCOVA showed that the effect of experiment factor i.e. instructing assertiveness was significant (phttps://aep.journals.pnu.ac.ir/article_2187_30ba752bdbd3724d394c142754750117.pdf2120151122The Role of the Strategies of Emotion Regulation in Predicting Test AnxietyThe Role of the Strategies of Emotion Regulation in Predicting Test Anxiety40292188FASajjadAlmardani Some’ehSajjadAlmardani Some’ehToorajHashemi Nosrat AbadJournal Article20140630Test anxiety influences several aspects of a person's Educational life which can disturb the person's function. According to the mentioned statement, the purpose of this study was to determine the role of the strategies of emotion regulation in predicting test anxiety among students. Method of this study was a descriptive-correlation and the statistical society of the study included all the students of the university of Payam noor in Tabriz. 200 students were selected by using simple random sampling. After collecting questionnaires, the regression test was used for the analysis of the data. The analysis of the data showed that Positive refocusing was a significant predictor of test anxiety among students (t= 2/52, pTest anxiety influences several aspects of a person's Educational life which can disturb the person's function. According to the mentioned statement, the purpose of this study was to determine the role of the strategies of emotion regulation in predicting test anxiety among students. Method of this study was a descriptive-correlation and the statistical society of the study included all the students of the university of Payam noor in Tabriz. 200 students were selected by using simple random sampling. After collecting questionnaires, the regression test was used for the analysis of the data. The analysis of the data showed that Positive refocusing was a significant predictor of test anxiety among students (t= 2/52, phttps://aep.journals.pnu.ac.ir/article_2188_b5292a8e0850f494824ee086f8e10872.pdf2120151122Determination the role of learning styles and learning strategies in the academic achievement of students in Tehran University campus social and behavioral sciencesDetermination the role of learning styles and learning strategies in the academic achievement of students in Tehran University campus social and behavioral sciences52412189FASajjadGharloghiAminHomayeni DamirchiMozafaredinVaeziJournal Article20150624The aim of this study was to determination the role of learning styles and learning strategies in students' academic achievement in Tehran university, The research method is descriptive -correlational and study population consisted of all students in Tehran University campus social and behavioral sciences. Cochran formula was used to determine the sample size and the number of 363 persons were selected as the selection method was stratified. To questionnaires Kolb learning style and learning strategies questions Weinstein was used Cronbach's alpha coefficient was 0.87 and 0.83 respectively and Average last term the students were used to measure academic achievement. Results show that accommodation style and assimilation style has a positive relationship with elaboration strategy, accommodation style has a negative relationship with comprehension strategy and assimilation style has a significant positive relationship with comprehension strategy (pThe aim of this study was to determination the role of learning styles and learning strategies in students' academic achievement in Tehran university, The research method is descriptive -correlational and study population consisted of all students in Tehran University campus social and behavioral sciences. Cochran formula was used to determine the sample size and the number of 363 persons were selected as the selection method was stratified. To questionnaires Kolb learning style and learning strategies questions Weinstein was used Cronbach's alpha coefficient was 0.87 and 0.83 respectively and Average last term the students were used to measure academic achievement. Results show that accommodation style and assimilation style has a positive relationship with elaboration strategy, accommodation style has a negative relationship with comprehension strategy and assimilation style has a significant positive relationship with comprehension strategy (phttps://aep.journals.pnu.ac.ir/article_2189_b83ae1d7ad159f0e415f6b49b5703039.pdf2120151122The Relationship Between Aacademic Motivation and Sself-Eefficacy with Aacademic Procrastination in the Students of Medical University of Jondishapour AhvazThe Relationship Between Aacademic Motivation and Sself-Eefficacy with Aacademic Procrastination in the Students of Medical University of Jondishapour Ahvaz67532191FAEzatollahGhadampourPeymanKamkarSaeidehSabzianAttefehChehelparSamanehAbdoliHoshangGaravandJournal Article20150815Academic procrastination is one of the prevalence variables in students and the varibles affecting it, such as academic motivation and self efficacy should be examined. Thus, the target of this study was to investigate the relationship between academic motivation and self-efficacy with academic procrastination in the Students of Medical University of Jondishapour Ahvaz. The research method was descriptive-correlation. The population of the study was all of students of Medical University of Jondishapour Ahvaz during the academic year 2013-2014. Using proportional stratified sampling method, the sample induring of 259 persons was selected. In order to collect data, academic motivation Scale, College Academic Self-Efficacy Scale (CASES) and Academic Procrastination were used. For analyzing data, descriptive (Mean and standard deviation) and inferential (correlation and regression, independent T, ANOVA and MANOVA) statistics were used. Results showed that there was not a significant relationship between academic motivation and sub-components of intrinsic and extrinsic motivation with academic procrastination and its components. In addition, there was a significant negative correlation between academic self-efficacy with academic procrastination and its components. Results of simple regression showed that academic procrastination was predictable from academic self-efficacy. Results of T test and MANOVA showed that there was no significant difference between male and female students in terms of academic procrastination and its components. According to research findings, professors and education professionals can predict the academic procrastination of learner if they are aware of their academic self-efficacy.Academic procrastination is one of the prevalence variables in students and the varibles affecting it, such as academic motivation and self efficacy should be examined. Thus, the target of this study was to investigate the relationship between academic motivation and self-efficacy with academic procrastination in the Students of Medical University of Jondishapour Ahvaz. The research method was descriptive-correlation. The population of the study was all of students of Medical University of Jondishapour Ahvaz during the academic year 2013-2014. Using proportional stratified sampling method, the sample induring of 259 persons was selected. In order to collect data, academic motivation Scale, College Academic Self-Efficacy Scale (CASES) and Academic Procrastination were used. For analyzing data, descriptive (Mean and standard deviation) and inferential (correlation and regression, independent T, ANOVA and MANOVA) statistics were used. Results showed that there was not a significant relationship between academic motivation and sub-components of intrinsic and extrinsic motivation with academic procrastination and its components. In addition, there was a significant negative correlation between academic self-efficacy with academic procrastination and its components. Results of simple regression showed that academic procrastination was predictable from academic self-efficacy. Results of T test and MANOVA showed that there was no significant difference between male and female students in terms of academic procrastination and its components. According to research findings, professors and education professionals can predict the academic procrastination of learner if they are aware of their academic self-efficacy.https://aep.journals.pnu.ac.ir/article_2191_22302fcba60afbf6f17108d5cd123fc3.pdf2120151122Investigation of The effect of Instruction of Strategies and Metacognitive Knowledge on Coping and Academic StressInvestigation of The effect of Instruction of Strategies and Metacognitive Knowledge on Coping and Academic Stress79682192FAAliMostafaeiMaryamGoranFiroozRadJournal Article20150613The main object of the study was to investigate the effects of strategies and meta cognitive knowledge training on stress styles and academic stress of students. The Method was a Semi-experimental one, using multi-stage cluster sampling. Two classes were selected from high schools in different high scools in Mahabad city. The selected students were assigned to experimental and control groups (19 students in experimental group and, 18 students a control group). Measurement tools were used to assess stressful situation and academic stress Student – Life Stress Inventory (SLSI) and Coping Inventory for Stress full Situations (CISS). Data was analyzed by multivariate and univariate covariance. The results showed that the learning strategies and cognitive knowledge significantly influenced style of stress, academic stress (frustration, conflicts, pressures, self-imposed stress) and student reactions (physiologic, emotional, cognitive, and behavioral).The main object of the study was to investigate the effects of strategies and meta cognitive knowledge training on stress styles and academic stress of students. The Method was a Semi-experimental one, using multi-stage cluster sampling. Two classes were selected from high schools in different high scools in Mahabad city. The selected students were assigned to experimental and control groups (19 students in experimental group and, 18 students a control group). Measurement tools were used to assess stressful situation and academic stress Student – Life Stress Inventory (SLSI) and Coping Inventory for Stress full Situations (CISS). Data was analyzed by multivariate and univariate covariance. The results showed that the learning strategies and cognitive knowledge significantly influenced style of stress, academic stress (frustration, conflicts, pressures, self-imposed stress) and student reactions (physiologic, emotional, cognitive, and behavioral).https://aep.journals.pnu.ac.ir/article_2192_d21a9dee34387f3611e06c2399c27fb6.pdf2120151122The Effectiveness of Behavioral Strategies Training on Social, Academic, Reading and Emotional Self-Efficacy in Students with Learning DisabilitiesThe Effectiveness of Behavioral Strategies Training on Social, Academic, Reading and Emotional Self-Efficacy in Students with Learning Disabilities97802193FAZohrehLatifiNasimEsteki-AzadJournal Article20150710The purpose of this study was to determine the effectiveness of behavioral strategies training on social, academic, reading and emotional self-efficacy in student with Learning Disabilities. The subjects consisted of 30 boys and girls with Learning Disabilities, who were convenient sampling selected from the Isfahan Learning Disabilities center. They were diagnosed to be students with Learning Disabilities by a diagnostics committee. The Self-efficacy Questionnaire was administered to both groups before and after intervention. The subjects were randomly assigned to semi-experimental (n=15) and control (n=15) groups. The experimental group received 10 weekly sessions of behavioral strategies training to increase self-efficacy, while the control group did not receive any intervention. The results of analysis of covariance showed that behavioral strategies training significantly increase the general self-efficacy in the experimental groups as compared with the control group. Also, the experimental group as compared with the control group showed significant increase in social and academic and emotional self-efficacy. The results showed no effect on reading self-efficacy. Therefore, we can use this method for increasing mental health in Learning Disabilities students.The purpose of this study was to determine the effectiveness of behavioral strategies training on social, academic, reading and emotional self-efficacy in student with Learning Disabilities. The subjects consisted of 30 boys and girls with Learning Disabilities, who were convenient sampling selected from the Isfahan Learning Disabilities center. They were diagnosed to be students with Learning Disabilities by a diagnostics committee. The Self-efficacy Questionnaire was administered to both groups before and after intervention. The subjects were randomly assigned to semi-experimental (n=15) and control (n=15) groups. The experimental group received 10 weekly sessions of behavioral strategies training to increase self-efficacy, while the control group did not receive any intervention. The results of analysis of covariance showed that behavioral strategies training significantly increase the general self-efficacy in the experimental groups as compared with the control group. Also, the experimental group as compared with the control group showed significant increase in social and academic and emotional self-efficacy. The results showed no effect on reading self-efficacy. Therefore, we can use this method for increasing mental health in Learning Disabilities students.https://aep.journals.pnu.ac.ir/article_2193_bc06d44bbd2b6d259adfeb8790322497.pdf