Afsaneh babaei parsheh; Fatemeh Mosadeghi Nik
Abstract
AbstractThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research method was descriptive-correlative in nature, and ...
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AbstractThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In order to collect data, questionnaires of Babaei (2008), questionnaire of Jing & Morgan (1999), questionnaire by Yazdani (2012), and questionnaire by Koein Dam (2004) were used. In order to analyze the data, structural equation technique was used using Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic self-efficacy. There is a positive and significant relationship between teachers' communication skills and students' academic self-efficacy. The results of the research showed that intelligence beliefs have a moderating role in the relationship between information literacy and teachers' communication skills with students' academic self-efficacy. Extended AbstractIntroductionIn the field of self-efficacy, research shows that students who have made great academic progress have been able to manage learning and resistance against social pressures due to their self-efficacy beliefs (Ghasemi, 2014). When a student believes that he has the ability to progress and achieve success, he has achieved academic self-efficacy. Self-motivated students, especially when faced with problems, show hard work and perseverance more than people who doubt their abilities. When students' perception of educational effectiveness is high, they will participate in activities that accelerate the development of their skills and abilities (Maghsudi, Esmaeili Shad, 2017). Intelligence belief is a factor that affects the level of students' learning. People's intelligence beliefs have been considered as their superior styles. According to them, belief in intelligence is an internal mediator that provides prominent mental structures for cognition, emotion and behavior. Therefore, intelligence beliefs can be placed within the dimension of document stability, because they mainly refer to the changeability of intelligence ability and being effective or not of effort and training of intelligence ability (Habib Khalgh, 2016).Information literacy is the ability to obtain, evaluate and use information from various types of sources (Franklin et al, 2019). Information literacy is a tool for individual empowerment. This empowerment can be seen in a person's skill in analyzing and making research decisions or his independence in searching for the truth (Farokh & Shah Talabi, 2018). Information literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Lee et al, 2020). People with these skills can correctly identify their information needs, identify the resources necessary to meet this need, and search, identify and select information by formulating appropriate strategies in these sources, that is, they are able to critically evaluate the results of this search, choose the most suitable options, and recognize the information value of the sources to meet their information needs.Theoretical frameworkInformation literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Karantzas & ETAL, 2017). Communication skills refer to the ability of managers to effectively exchange ideas and information with others (Tari et al, 2020). Educational self-efficacy beliefs help determine what a student can do with their knowledge and skills. As a result, educational progress is largely influenced by the student's perceptions of his abilities and predicted by it (Nazerzadeh et al, 2020), (Doek, 2011). Intelligence beliefs include incremental intelligence belief and inherent intelligence belief. The belief of incremental intelligence refers to the fact that intelligence is a flexible, increasable and controllable quality. On the other hand, the inherent belief about intelligence refers to the fact that intelligence is a fixed, inflexible and non-increasing quality.Messer (2020) investigated the effect of information literacy and communication skills on performance improvement. The results of the research showed that information literacy and communication skills have a significant effect on performance improvement.Kiya (2020) conducted a research titled "Investigation of the relationship between information literacy and the level of creativity and self-efficacy of Farhangian University students". According to the results, it can be said that the more the information literacy of students is improved, the more it affects the creativity and self-efficacy of students.MethodologyThe research method was descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people, and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In this research, cluster random sampling method was used. The questionnaire (Babaei, 2008) was used to collect data related to the variable of intelligence beliefs, and the questionnaire (Jing & Morgan, 1999) for the variable of academic self-efficacy, and the questionnaire by (Yazdani, 2012) for the variable of information literacy, and the questionnaire by (Koein Dam, 2004) for the variable of communication skills. Discussion and ResultsIn order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then pls software was used to test the hypotheses or the conceptual model of the research, and the results showed that the strength of the relationship between teachers' information literacy and students' academic self-efficacy was calculated as equal to (0.34) and shows that the observed correlation is significant. The strength of the relationship between teachers' communication skills and students' academic self-efficacy has been calculated equal to (0.45) and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) and shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the variable of intelligence beliefs has been calculated (0.67) and shows the correlation observed is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) which shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) which shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.67) and it shows that the observed correlation is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) and shows that the observed correlation is significant. Considering the strength of the direct path relationship is less than the indirect paths, therefore, the existence of the modulating variable of intelligence beliefs increases the strength of the relationship and the role of the modulating variable of intelligence beliefs is confirmed in the current hypothesis.ConclusionThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The results of this hypothesis are consistent with the research findings of Yavari (2019); Maghsudi & Esmaeili Shad (2017); and Ras et al, (2016). Students recognize themselves in their academic tasks with sufficient and autonomous knowledge, they understand themselves better and engage themselves with the goals and assignments and as a result, they succeed in their studies. In addition, in this case, they get the necessary satisfaction about their own learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases (Nokarizi & Dehghani, 2013). Students who believe that their efforts will lead to better results from the classroom system, focus their efforts on learning from lessons and getting excellent grades. According to the results of the present study, it is suggested that the officials and those involved in education should be more sensitive about the academic self-efficacy of their students so that they can benefit more from their progress in the future. By using strategies such as verbally persuading students when solving relatively difficult problems, providing conditions for participation and teamwork, and fostering the belief that learning requires continuous and high effort, the conditions for increasing academic self-efficacy and using learning strategies provide effective academic engagement.
maryam ghafouri; Fatemeh Mosadeghi Nik
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students in Ramsar. A total of 217 students were selected as the statistical sample size by cluster sampling. Data collection tools were Rezaei Sharif and Hajiloo School Connection Questionnaires (2016), Long and Golett Psychological Hardiness(2003), and Eiseng and Glenn Wilson Aggression (1975), which were validated by academic experts and their reliability was confirmed by Cronbach alpha coefficient test. The structural equation technique was used to analyze the data, using Lisrel statistical software and Spss statistical software. Quantitative findings of testing the research hypotheses showed that there is a positive and significant relationship between psychological toughness and school bonding. There is a negative and significant relationship between school bonding and students' aggression. There is a negative and significant relationship between psychological toughness and student aggression, and finally, the link with school has played a mediating role in the relationship between psychological toughness and aggression of the student.IntroductionToday, education, either in general or specific, is an important part of every person's life, and the quality and quantity of education also plays an important role in the future of the individual. Therefore, the psychologists have spent nearly one century to identify exhaustively the predictive factors of academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid tool. For example, understanding how students behave in certain situations can increase effectiveness of educational tools as well as teacher training methods and education system and finally students' progress (Hamedi Nasab., & Asgari, 2020). Students' academic achievement is one of the important indicators and criteria for the efficiency of the educational system, and therefore the analysis of related factors is one of the most basic research topics in the education system. The study and review of already-done researches shows that academic achievement is not the result of one single factor but several factors affect this variable. Communication with the school can be defined as the extent to which students feel satisfied with being in school; Relationship with the school is defined as students' perception of school support that has a favorable atmosphere and a supportive culture (Rezaei Sharif, Hajloo, 2016). On the other hand, connection with school includes the definition of participation in school, commitment to valued principles, and beliefs to school, and the mental feeling of being accepted, encouraged by others in the classroom, and the feeling that one is an important part of classroom activity. Also, the concept of connection with the school includes the connection of students' experiences with the school, the feeling of security in it, receiving respect from teachers, attachment to the school, the level of participation and involvement in the school and commitment to school values and beliefs (Jafari Harand & et al. 2019). Meanwhile, aggression among children and adolescents is a serious social problem rapidly spread in recent years (World Health Organization, 2015). Aggression and violence exist from childhood and are kept on over time and continue into adolescence and adulthood; so that the highest emergence of aggression is in adolescence (Shakeri, et al., 2019). Aggression weakens the regulation and management of emotions, expressing inappropriate behaviors and emotions, slowing down mental processing and hasty and inappropriate decision making (Jalil, et al., 2017). Hardiness is a set of personality traits introduced by Cubasa (1979) and acts as a source of resistance to stressful life events. This personality variable consists of three interrelated components including commitment, control, and challenge. People with high stubbornness feel more committed to whatever they do, and dedicate themselves to the goal (commitment) in addition to feeling in control of the situation (control) and considering the challenges and limitations of life as an opportunity to grow (challenge) (Hashemi, et al., 2019). Psychological stubbornness creates a certain inner attitude that on the one hand affects a person's view of his abilities and on the other hand has a positive effect on how a person performs among peers and the community. The characteristics such as significant curiosity, the desire to have interesting and meaningful experiences, the belief in the effectiveness of what is mentally imagined, the expectation that changing is natural, and any important stimulus can lead to growth and development can affect academic and social performance. (Azimi, et al., 2018). Based on the above, the researcher tries to answer the question of whether there is a significant relationship between psychological stubbornness and aggression of high school female students with the mediating role of bonding with school.Theoretical frameworkZhang (2010) states that stubbornness is associated with five major personality factors; So that the three components of stubbornness (commitment, control and challenge) have a negative and significant relationship with neuroticism and a positive and significant relationship with the other four personality factors (extraversion, delightedness, pleasantness and conscientiousness). Psychological toughness also reduces depression and anxiety. Psychological hardiness reduces test anxiety and increases students' academic achievement (Azimi, et al., 2018). Social psychologists define aggressive behavior as conscious behavior aimed at inflicting physical or mental suffering. This behavior should not be confused with the prove-oneself-to-others, although many people roughly call others aggressive (Sharifi, S.2017).MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the study consists of 1774 female students studying in the second secondary school of Ramsar city in the 1300-1400academic year. Due to the large size of the statistical population, three schools were randomly selected and one classroom was selected from each school, which included the tenth, eleventh and twelfth grades. A total of 9 classrooms were selected with a student population of 250. Accordingly, the sampling method was cluster random. Library and field methods were used to collect data. Considering that all the questionnaires used in the present study have been reviewed by university professors and experts and their validity and reliability have been measured; the researcher personally took action on the validity and reliability of research tools to improve the validity of the questionnaires.Discussion and ResultsStructural equation modeling has been used for analysis. Since the root mean index of the mean squared is approximately 0.037, the model has a good fit. Other goodness-of-fit indicators have also been accepted in the range. The strength of the relationship between psychological toughness and school bonding has been calculated to be equal to (0.79), indicating that the correlation is favorable. The t-test of the test (8.83) was obtained which is greater than the critical value of t at the 5% error level (1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a positive and significant relationship between students' psychological toughness and their connection to school. Also, the calculated strength of the relationship between school and aggression is equal to (-0.83), which indicates that the correlation is favorable. The t-test of the test (-9.72) was also obtained, which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' connection with school and their aggression. Also, the strength of the relationship between psychological toughness and aggression has been calculated equal to (-0.52), which indicates that the correlation is favorable. The t-test of the test (-6.62) was obtained which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a significant negative relationship between students' psychological stubbornness and their aggression.In order to investigate the mediating effect of school connection goals on the relationship between psychological toughness and student aggression in the hypothesis in question, the direct effect of two structures with indirect effect on the involvement of the mediating variable should be investigated in order to consider the mediator acceptable provided that the effect increases. In the present hypothesis, the direct effect is equal to (-0.52). The indirect effect if there is a mediator variable of school connection is: (0.83-) × (0.79) = (0.655-)Due to the fact that the direct path effect is less than the indirect path effect, so the existence of the mediating variable of the link with the school increases the strength of the relationship and the mediating role in the present hypothesis is confirmed.ConclusionThe results of this main hypothesis are explained by the fact that the characteristic of psychological toughness creates a certain inner attitude in students that affects the way they deal with various academic problems and causes patience and learn to struggle in the face of adversity and to endure difficult and stressful events (et al.2016.Behroozy). Psychological toughness also causes students to have a positive attitude towards their abilities and capabilities and consider challenging situations in the school environment as an opportunity for learning, growth and academic success, not a threat to their safety and comfort. In fact, they do not ignore or underestimate the importance of problems, but face various problems actively, especially educational problems, and try to solve them (Murray. Et al.2014). Psychological toughness is rooted in concepts such as having a purpose and meaning in life, being valuable, power and responsibility resulting from individual freedom and ability to select, the importance of mental experience and the effective role of the individual in building society. The connection with the school also represents an important arena for students in which they feel safe and valued at school, feel free to face social and academic challenges, and explore new ideas in the school environment. These results are consistent with the findings of Martinez-Ferrer et al. (Martinez-Ferrer et al. 2018).According to the results of the present study, it is suggested that in order to improve the school-student connection, workshops and guidance sessions and even group and individual counseling be organized by counselors and school officials for students, in which the necessary training related to psychological toughness for students are provided. It is also suggested that those involved in the education system in the needs assessment of in-service education programs and the development of cognitive standards using international experiences and local conditions of the country to pay more attention to these issues, and teachers benefit from the acquisition of abilities, how students grow, information about the subject of teaching, how to produce and organize subject knowledge, use of knowledge and technology skills in the learning process.
