The Causal Impacts of Behavioral Interactions of University Professors on Academic Motivation and Academic Performance (GPA) of Students
Karim
Sevari
دانشیار و عضو هیئت علمی گروه روانشناسی تربیتی دانشگاه پیام نور
author
text
article
2018
per
In this study, the causal impacts of behavioral interactions of university professors on academic motivation and academic performance of students were investigated. The statistical population of this study included all students of Payam-e Noor University of Ahwaz, among whom 494 students were selected on a voluntary basis. Given the data collection tools, it was decided to make use of Behavioral Interaction Questionnaire (Savari, 2016), Motivational Orientation in the Classroom Scale (Harter, 1982) and Grade Point Average (GPA). Data analysis was done using the SPSS and AMOS software. Data analysis showed that the fitness of the proposed model was confirmed after modification. The results showed that the strict and collaborative behavioral interactions of university professors had positive causal impacts on students’ academic motivation. Besides, it was found that opposing behavioral interactions of university professors had negative causal impacts on students’ academic motivation and the strict behavioral interaction of university professors also had negative causal impacts on students’ GPA. Also, it was indicated that the collaborative, strict and opposing behavioral interactions of university professors had the highest causal impacts on students’ academic motivation and, consequently, GPA was only affected by professors’ strict behavioral interactions. The research showed that the behavioral interactions of university professors affected the students’ motivation and academic performance. Therefore, the collaborative and strict behavioral interactions of university professors should be duly regarded to improve students’ academic motivation and performance.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
7
25
https://jresearch.sanjesh.org/article_30959_8ffb36794ecf3251f9f044435ba7cc7d.pdf
Examining the Relationship between Assessment for Learning and Students’ Cognitive and Metacognitive Strategy Use: A Multilevel Model
Elham
Ashtarani
کارشناسی ارشد تحقیقات آموزشی دانشگاه خوارزمی
author
Masoud
Geramipour
استادیار دانشکده روان شناسی و علوم تربیتی دانشگاه خوارزمی
author
Balal
Ezanloo
استادیار دانشکده روانشناسی و علوم تربیتی دانشگاه خوارزمی
author
text
article
2018
per
This descriptive-correlational study aimed to investigate the relationship between assessment for learning and Students’ Cognitive and Metacognitive Strategy Use at student, class and school levels. In this study, 888 high school students in the first secondary level in the School Year 2015-2016 in Hamadan city were selected (via cluster sampling method) out of 26956 students. The tools used to collect the required data included the following means: a) a demographic information questionnaires, b) Student Assessment for Learning (SAFL) (Pat-EI, 2013) and Self-Regulated Learning Questionnaire (CP-SRL) (Vandevelde, Van keer & Rosseel, 2013). Regarding the data analysis, it was attempted to make use of descriptive statistics and multilevel models. The results showed that there was a significant positive relationship between assessment for learning and self-regulated learning and that the latter relationship was affected at the class level and, thus, the school level had no impact on the strength of this relationship. The results of this study emphasized the importance of assessing in delegating the responsibility of learning to students themselves. As such, assessment could be regarded a powerful tool for promoting students’ use of cognitive and metacognitive strategies.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
27
48
https://jresearch.sanjesh.org/article_30960_ce4f530a329b6a25b032119d07e56061.pdf
Developing and Validating the Performance Evaluation Tool applied on performance of Presidents of Universities in Afghanistan (Case Study: Public Universities in Kabul Focused on a Mixed Approach)
Hamid
Rahimian
دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی
author
Abbas
Abbaspour
دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی
author
Saeed
Ghiasi Nadooshan
استادیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی
author
Mohammad Naqi
Akbari
دانشجوی دکتری مدیریت آموزشی دانشگاه علامه طباطبایی و عضو هیئت علمی دانشگاه تعلیم و تربیت کابل، افغانستان.
author
text
article
2018
per
The purpose of this study was to develop and validate the performance evaluation tool applied on the performance of presidents of universities in Afghanistan. In this research, a mixed method focused on explorative plan-tool development model was used. The statistical population of the study included the faculty members of public universities in Kabul (N=1457), among whom 304 individuals were selected using the stratified random sampling method. Also, the senior managers and authorities of public universities in Kabul as well as high-ranking authorities in higher education of Afghanistan composed a total of 42 individuals, among whom a sample of 20 individuals were selected using the purposive sampling method. Then, the semi-structured interviews and a researcher-made questionnaire were used to collect the concerned data. Given the data analysis tools, it was decided to apply the thematic analysis and confirmatory factor analysis through the AMOS Software. The results of the analysis showed that the performance evaluation tool applied on the performance of presidents of universities in Afghanistan was consisted of 16 components and 56 indicators. Also, the model goodness of fit indices, such as (CMIN / DF), (RMSEA), (RMR), (CFI), (IFI), showed that the designed tool was embedded with a favorable goodness of fit.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
49
80
https://jresearch.sanjesh.org/article_30961_8580bd3f0d0731baba4444c2daf79034.pdf
Barriers to Commercialization of Outcomes of Academic Investigations (Case Study: Self-Governing Campuses of Allameh Tabatabaei University and Kharazmi University)
Bijan
Abdollahi
دانشیار گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی
author
Seyede Tayebeh
Mousavi Amiri
دانشجوی دکتری رشته مدیریت آموزش عالی، گروه مدیریت آموزشی، دانشگاه خوارزمی
author
Ebrahim
Aryani
دانشجوی دکتری رشته مدیریت آموزشی، گروه علوم تربیتی، دانشگاه محقق اردبیلی
author
text
article
2018
per
This descriptive-correlational study aimed to undertake a survey-type research to comparatively analyze the barriers to the commercialization of outcomes of academic investigations. The statistical population of this study included the graduate students in campuses of Allameh Tabatabaei University and Kharazmi University in the Academic Year 2015-2016 (N=1200). To do this end, a simple random sampling was used. Besides, the sample size was determined as 290 individuals resorting to Krejcie-Morgan Table. A researcher-made questionnaire was used to collect the required data. The validity of the questionnaire was approved through mustering the viewpoints of elite professors and its reliability was confirmed using the Cronbach's Alpha (0.84). Having resorted to exploratory factor analysis (via operating the principal components and recounting the loads higher than 0.40), 6 factors were extracted that could explain up to 55.067% of the total variance. Also, high internal consistency revealed an acceptable alpha coefficient for the factors (from 0.52 to 0.89). The results of comparative comparison of the components through Independent Two-Samples T-test showed that, among the students of forenamed campuses, only financial-credit component was significantly different and, consequently, there was not any significant difference in terms of other components.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
81
105
https://jresearch.sanjesh.org/article_30962_83e8c0f0df28385fc61948db88fe5490.pdf
A Qualitative Analysis of Prospect Series and Vision 1 from Intercultural and Metacultural Communicative Competence Perspectives
Hassan
Soodmand Afshar
دانشیار آموزش زبان انگلیسی دانشگاه بوعلی سینا- همدان
author
Nasser
Ranjbar
دانشجوی دکتری آموزش زبان انگلیسی دانشگاه بوعلی سینا- همدان
author
Moslem
yousefi
دانشجوی دکتری آموزش زبان انگلیسی دانشگاه بوعلی سینا- همدان
author
Nasrallah
Afshar
دانشآموخته آموزش زبان انگلیسی دانشگاه خوارزمی
author
text
article
2018
per
This article evaluates Prospect series (1, 2, 3) and Vision 1, the newly developed local textbooks used for teaching English as a foreign language in the Iranian junior and senior secondary schools. Liddicoat’s (2002) metacultural and Byram’s (1997, 2009) intercultural communicative competence models were adopted as the theoretical framework guiding the study. First, the textbooks were subjectively analyzed according to the above-mentioned models to see how metacultural and intercultural knowledge are included. Then, semi-structured interviews were conducted with 22 (male and female) teachers of the books to obtain a better understanding of the issue. The data were audio-recorded, transcribed, and subjected to content analysis. The accuracy and internal validity of the interviews were ensured using member checking (Bazeley, 2013; Flick, 2014b). The results revealed that some local aspects of the Iranian culture were incorporated in the books, but the major focus was still on grammar and teaching functions. The books, however, were found not to sufficiently deal with metacultural and intercultural knowledge development. Considering teachers’ accounts, two major themes were identified in the interview data: disassociation of culture from language and Iranianization of the discourse and contents of the textbooks. The article argues that these shortcomings can result in loss of allegiance to the principles of “active and self-reliant communicative approach” as the foundation of the textbook. The article concludes with some suggestions for revisions of the forthcoming editions of the textbooks.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
107
139
https://jresearch.sanjesh.org/article_30963_2d07da1e7818ede5bf57fac2fbdde557.pdf
Investigating Students’ Opinions about the Quality of Educational Activities Undertaken by Faculty of Literature and Humanities of Bu Ali Sina University (based on the Importance-Performance Analysis Model)
Seyamak
Sadeghi
کارشناسی ارشد تحقیقات آموزشی دانشگاه تهران
author
kamal
Dorrani
استاد گروه روشها و برنامههای درسی دانشگاه تهران
author
NorouzAli
Karamdoost
دانشیار گروه روشها و برنامههای درسی دانشگاه تهران
author
text
article
2018
per
The aim of this study was to investigate the quality of educational activities undertaken by Faculty of Literature and Humanities of Bu Ali Sina University based on the Importance-Performance Analysis Model. The statistical population of research included B.A. and M.A. students at the Faculty of Literature and Humanities, among whom a sample of 350 students were selected through available sampling method. The data collection tool was a researcher-made questionnaire that measured seven dimensions of quality of educational activities, including objectives, content, teaching method, professors’ characteristics, structure, resources and the evaluation methods of academic achievement at two levels of current and ideal situations. The academic experts confirmed the validity of the questionnaire and its reliability was approved through Cronbach's Alpha Coefficient (0.96). The results showed that there was a significant and negative gap between students’ viewpoints in relation to the current and ideal situation of quality of educational activities in total and in respect to all the investigated dimensions. The gaps between the dimensions of objectives, content, teaching methods, professors, structure, resources and evaluation methods was expressed as -1.060, -1.346, -0.886, -1.121, -1.249, -1.472 and -0.886, respectively. The most visible gaps were related to dimensions of resources, content, structure, professors’ characteristics, objectives, teaching method and evaluation methods.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
141
158
https://jresearch.sanjesh.org/article_30964_354cad5307bf26e4fcedde23f04ac373.pdf
Investigating the Learning Culture of Architecture Students of Shahid Beheshti University (Strengths and Weaknesses)
Zahra
Maarefvand
دانشجوی دکتری مدیریت آموزش عالی دانشگاه شهید بهشتی
author
Gholamreza
Shams
دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی
author
Zahra
Sabaghyan
استاد دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی
author
text
article
2018
per
The aim of this applied study was to investigate the learning culture of Architecture students and identify its strengths and weaknesses. Regarding the data collection method, it was attempted to make use of qualitative case research methodology. In this study, the researchers conducted semi-structured interviews with faculty members, educational administrators and PhD students of Architecture. The data were analyzed using the thematic analysis (template analysis) and, then, the extracted subcategories were classified and presented in accordance with the framework of a learning culture at the following levels: 1) individual (motivation to learn, the role of the learner, students' expectations from learning and learners’ tasks), 2) institutional (encouragement and persuasion of academic innovation, formal and informal rules, improvement of the quality of the learning context, faculty development and empowerment of educational capacity) and, 3) interactive (learning environment, content and knowledge structure, objectives, media, evaluation, professor-student relation, faculty and time frame).
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
159
190
https://jresearch.sanjesh.org/article_30965_ac9229e4ec3791c6d2753f3b239cef5c.pdf
Designing a Conceptual Framework for Ranking the Educational Groups in Iranian Public Universities
Rahim
Safari Farfar
دانشجوی دکتری برنامهریزی توسعه آموزش عالی دانشگاه شهید بهشتی
author
Mahmood
Abolghasemi
دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی
author
Maghsoud
Ferasatkhah
دانشیار مؤسسه پژوهش و برنامهریزی آموزش عالی
author
Abdolrahim
Nave Ebrahim
استاد دانشگاه خوارزمی
author
text
article
2018
per
The purpose of this mixed exploratory research was to identify the ranking indices of educational groups in public universities and design and formulate a conceptual framework based on various criteria and components. The statistical population included experts and elites in educational sciences and experts in higher education who were experienced in the higher education system of Iran. As such, 14 experts were selected through purposive snowball sampling method. The required data were collected though semi-structured interviews, content analysis and library studies. The validity and reliability of the data were determined using two approaches of participant review and non-participant expert review. Next, the data were examined though content analysis. The findings of the research showed that ranking the educational group embedded with 4 principal factors, including input factor (4 indicators), process factor (3 indicators), output factor (4 indicators) and outcome factor (3 indicators), might be duly conducted.
Educational Measurement and Evaluation Studies
Center of Research, Evaluation, Accreditation and Quality Assurance of Higher Education
2476-2865
8
v.
21
no.
2018
191
225
https://jresearch.sanjesh.org/article_31025_95dd56a85b21254af6498420f36ccaff.pdf