Metacognitive and Affective Factors Involved in High and Low Math Achievement J. Mesraabaadi, Ph.D. A. Reza'ee, Ph.D. To identify the extent to which different cognitive and affective factors are involved in high and low math achievement, a cluster sample of 313 high and low achieving eight graders in Tabreez was given a set of measures on math achievement, attitude towards sc...

The purpose of this research is Prioritization coping with stress styles in individual and team athletes with an emphasis on gender and the level of championship. The‌ population is 1092 athletes participate in‌ team sports (volleyball, basketball, footsall and handball) and individual sports (ping pong, badminton, track & field, physical fitness, taekwondo and karate) with at least one year ch...

Communicative competence and awareness of communicative strategies are vital factors in EFL learning. Due to their importance, this study aimed investigate the used by teachers learners. To end, 10 were randomly selected. One hundred fifty learners attending these classes also subjected study. The utterances produced participants recorded, transcribed, coded based on Dornyei’s taxonomy (1995). ...

Computer self-efficacy (CSE) is a key factor that is related to performance in computer training. A study was conducted to understand the effects of achievement goal orientation on computer self efficacy development with 166 trainees using a database application. Results show that trainees with different achievement motivation dispositions have affects on CSE development through different paths...

In training centers, the demonstration of high competence is essential and there is considerable emphasis placed on sporting achievement. Athlete burnout can be a consequence of such pressures and expectations. More information is needed regarding the social, environmental and individual differences in achievement-related characteristics which are relevant to the occurrence of burnout in this c...

The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, sc...

To help with the prediction of school achievement through a mathematical model incorporating goal orientation, course perception, and academic self-regulation, a sample of 380 9th graders in Tabriz was selected using the cluster sampling method. Instruments used to measure these constructs were translated ones. Data analyses showed that goal orientation and course perception have a direct impac...