Educational Technology Psychology
R. Sheikholeslami; M. Mohamadi; R. Naser Jahromi; M. Kousari
Abstract
The purpose of this study is a causal model of academic self-efficacy, self-regulated learning and students’ academic gains. This study is a descriptive- correlation research and statistical population consist of all senior students (eight semesters of undergraduate and three semesters of graduate) ...
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The purpose of this study is a causal model of academic self-efficacy, self-regulated learning and students’ academic gains. This study is a descriptive- correlation research and statistical population consist of all senior students (eight semesters of undergraduate and three semesters of graduate) of Shiraz University in the 1391-92 academic year. 235 students were selected with stage cluster sampling method that contain students of different colleges such as engineering, arts and architecture, humanities and sciences, two classes, undergraduate and graduate were selected randomly. Research tools were academic self-efficacy questionnaire (Zajacova, Lynch & Espenshade, 2005), self-regulated learning questionnaire (Pintrich & Degroot, 1990) and students’ academic gains researcher made questionnaire which was distributed and collected after calculation of validity and reliability. Data analyzed by using the path to analyze and multivariable regression. The results showed that: 1)Academic Self-Efficacy is a significant positive anticipant of students’ academic gains. 2)Academic Self-Efficacy is a significant positive anticipant of self-regulated learning. 3)Self-regulated learning is a significant positive anticipant of students’ academic gains with academic self-efficacy control. 4)Self-regulated learning is mediating role in the relationship between academic self-efficacy and students’ academic gains.
Educational Technology Psychology
M. Mohammadi; R. Naseri Jahromi
Abstract
Abstract: The purpose of this study was Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality. Data analyzed with make use of methods of Path Analyze and Multivariable Regression Analyze. The results showed ...
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Abstract: The purpose of this study was Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality. Data analyzed with make use of methods of Path Analyze and Multivariable Regression Analyze. The results showed that 1) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' perception of faculty performance quality based on professional role, relationships, management of course, teaching and coaching, cultural competency monitors and ensures quality education, quality of feedback, homework and classroom management. 2) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' technical, contextual and behavioral competencies. 3) Students' technical, contextual and behavioral competencies were a significant positive anticipant of their perception of faculty performance quality.