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Download full textTambunan, Hardi – International Education Studies, 2018
This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera.…
Descriptors: Teacher Role, Mathematics Instruction, Mathematics Achievement, Educational Objectives
Aydin, Solmaz – Journal of Education and Training Studies, 2016
This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…
Descriptors: Self Efficacy, Metacognition, High School Students, Biology
Önen, Emine – Journal of Education and Learning, 2015
This study aimed to examine connections between modes of thinking and approaches to learning. Participants were 1490 students attending to 9 high schools located in Ankara. The Style of Learning and Thinking-Youth Form and Revised Version of Learning Process Questionnaire were administered to these students. The connections between modes of…
Descriptors: Foreign Countries, High School Students, Questionnaires, Path Analysis
Direct linkMosley, Chaney; Broyles, Thomas; Kaufman, Eric – Journal of Leadership Education, 2014
The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study…
Descriptors: Cognitive Style, Academic Achievement, Teacher Student Relationship, Career Education
Mazlum, Farhad; Cheraghi, Fereshteh; Dasta, Mahdi – International Journal of Educational Psychology, 2015
This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were…
Descriptors: Self Efficacy, Cognitive Style, Teacher Attitudes, Classroom Environment
Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali – Social Psychology of Education: An International Journal, 2009
The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…
Descriptors: Self Efficacy, Academic Achievement, Path Analysis, Sampling
