Showing 3 results for Self-Regulation
Mohammad Koohi, , ,
Volume 6, Issue 38 (3-2019)
Abstract
Cycle of scientific research related to self-regulation skills and participation in research requires planning, monitoring and reflection. The aim of this study was to investigate of research self-regulation of post graduate students. The research method was descriptive. The statistical population included all postgraduate students of Ferdowsi university of Mashhad. 275 students were selected from the mentioned population by quota sampling method and answered the research self-regulated questionnaire. The questionnaire was developed based on Zimmermann's self-regulation theory (2002) and its content validity was confirmed by the expert judgment of six psychology and education scholars. Principal component analysis with varimax rotation revealed four factors that explained 41.90% of the variance of the research self-regulation questionnaire. Cronbach's alpha coefficients used for research self-regulation questionnaire (0.93) and motivational beliefs (0.87), research resource management (0.84), Monitoring and Self-reflection (0.84), and Forethought (0.83).The results showed that there was no significant difference between the degrees of education in self-regulation, but there was a significant difference between educational groups that the mean of motivational beliefs and resource management factors of the students of the humanities was higher than the non-human sciences students. Therefore, according to the findings of this study, improving student performance requires teachers’ attention and training, academic curriculum to research self-regulation.
Neda Ashrafian, Keyvan Salehi,
Volume 9, Issue 43 (12-2021)
Abstract
The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.
Dr Zahra Kermani Mamazandi, Mrs Maryam Abbasi Eskandari,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to predict resilience based on early maladaptive schemas and emotional self-regulation with the mediating role of family emotional climate in female students. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study included all female high school students in Chenaran city, Mashhad in the academic year 1403-1404, numbering 2100 people, of whom 325 were selected based on Morgan's table and using a random cluster sampling method. They answered the questionnaires of Young's early maladaptive schemas, Connor and Davidson's resilience, Hoffman and Kashden's emotional self-regulation, and Hillburn's emotional climate. Pearson correlation and structural equation modeling (path analysis) methods were used to analyze the data. The results of the Pearson correlation test showed that there is a significant negative relationship between early maladaptive schemas, resilience, and family emotional climate. There is also a significant positive relationship between emotional self-regulation, resilience, and family emotional climate. The results of structural equation modeling showed that early maladaptive schemas and emotional self-regulation have an indirect negative effect on resilience through the mediating role of the family emotional climate. The results also indicated that the family emotional climate mediates the relationship between early maladaptive schemas and resilience, as well as the relationship between emotional self-regulation and resilience. Based on the findings, psychologists and counselors can, by teaching self-regulation and enhancing resilience in students, take a step toward promoting students' adaptive functioning in challenging situations.
