The Effectiveness of Independent Learning on Academic Achievement, Academic Self Efficacy, and Test Anxiety in Seventh Grade Female Student in Isfahan City

Document Type : Research Paper

Authors

1 M.A of Clinical Psychology, Najafabad Branch, Islamic Azad University, Najafabad ,Iran.

2 Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad ,Iran

Abstract

This study aimed to examine the efficacy of the Independent Learning program (IL) on academic achievement, academic self-efficacy, and test anxiety of female students in seventh grade in Isfahan.The research method was quasi-experimental using pre-test, post-test, and control group .In order to choose a sample, among all schools of 5 regions, 4 schools, 30 students selected who met the inclusion criteria. They were randomly assigned to two groups of experimental (15 students) and control (15 students). In addition to academic Self-efficacy Test (ASES) and Test Anxiety Inventory (TAI), the Achievement and Motivation test of Herman (A.M.T), and Raven intelligence test (APM), were used in this research. Students in the experimental group received Independent Learning program in 10 ninety-minute sessions. Independent Learning program is based on Harvey and Chickie-Wolfe's book (2007) translated by Abedi and Azimifar (1393). The Results The results of the analysis of covariance (ANCOVA) showed that Independent Learning program significantly increased students’ academic self-efficacy and their average academic achievement in natural science, Farsi literature, and social science; but had no effect on their test anxiety and mathematics scores.

Keywords


ابوالقاسمی، ش. (1381) هنجاریابی آزمون انگیزه پیشرفت بر روی دانش‌آموزان راهنمایی شهرستان تنکابن. تنکابن: معاونت پژوهشی دانشگاه آزاد اسلامی تنکابن.
ابوالقاسمی، ع.، اسدی مقدم، ع.، نجاریان، ب.، و شکرکن، ح. (1375). ساخت و اعتباریابی برای سنجش اضطراب امتحان در دانش‌آموزان پایه سوم دوره راهنمایی اهواز. فصلنامه علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز. دوره سوم(3 و 4)، 74-61. 
اکبری، ب. (1386). روایی و اعتبار آزمون انگیزه پیشرفت بر روی دانش‌آموزان دوره متوسطه استان گیلان. پژوهش در برنامهریزی (دانش‌ و پژوهش در علوم‌تربیتی). زمستان 21(16)، 96-73.
جمالی، م.، نوروزی، آ.، و طهماسبی، ر. (1392). عوامل مؤثر بر خودکارآمدی تحصیلی و ارتباط آن با موفقیت تحصیلی در دانشجویان دانشگاه علوم پزشکی بوشهر سال 93-1392. مجله ایرانی آموزش در علوم پزشکی. 13(1)، 641-629.
حسینی شهیدی، ل.، عطاردی، ع. ر.، و مقیمیان م. (1384). بررسی میزان به‌کارگیری مطالعه و یادگیری دانشجویان. افق دانش. مجله دانشکده علوم پزشکی و خدمات بهداشتی، گناباد. 1، 60-53.
خواجه، ل.، و حسینچاری، م. (1390). بررسی رابطه بین اضطراب اجتماعی و جوّ روانی- اجتماعی کلاس با خودکارآمدی تحصیلی دانش‌آموزان دوره راهنمایی. فصلنامه روانشناسی تربیتی. 20(7)، 153-131.
رحمانی، ج.، و عابدی، م. ر. (1383). هنجاریابی آزمون ریون رنگی کودکان 5 تا 10 ساله در استان اصفهان. فصلنامه آموزه. 23، 6-1
شعاری‌نژاد، ع. ا. (1380). نگاهی نو به روانشناسی آموختن یا روانشناسی تغییر رفتار. تهران: مؤسسه اطلاعات.
عابدی، ا.، قادری نجف‌آبادی، م.، شوشتری، م.، و گلشنی، ف. (1391) .(اثر آموزش برنامه فراشناخت پانورا و فیلیپو بر بهبود عملکرد حل مسئله دانش و مهارت فراشناخت دانش‌آموزان با نارسایی ویژه در ریاضی. فصلنامه روانشناسی افراد استثنائی. 2(5)، 145-125.
فولادوند، خ. ف.، فرزاد، و. ا.، شهرآرای، م.، و سنگری، ع. ا. (1389). اثر حمایت اجتماعی، استرس تحصیلی و خودکارآمدی تحصیلی بر سلامت روانی و جسمانی. روانشناسی معاصر. 4(2)، 93-81.
هاروی، و. ا.، و چیکی- وولف، ل. (1392). پرورش یادگیری مستقل. مترجم احمد عابدی و شیرین عظیمی‌فر. اصفهان: نوشته.
ReferencesAksan, N. (2009). A descriptive study: Epistemological beliefs and self-regulated learning. Procedia-Social and Behavioral Sciences. 1(1), 896-901.
Altunsoy, S., Cimen, O., Ekici, G., Atik, A. D., & Gokmen, A. (2010). An assessment of the factors that influence diology theacher candidate’s level of academic Self-efficacy. Procedia-social and Behavioral Sciences. 2(2), 2377-23820.
Ao man-chih, (2006). The effect of the use of self-regulated learning strategies on college student's performance and satisfaction in physical education. A thesis submitted in partical fulfillment of the requirement of degree doctor of education. Australian Catholic University. Australia
Baltruschat, L., et al. (2011). Addressing working memory in children with autism through behavioral intervention. Research in Autism Spectrum Disorders. 5(1), 267-276.
Beauchemine, J., Hutchins, T. L., Patterson, F. (2008).Mindfulness meditation may lessen anxiety promote social skills and improve academic performance among adolescents with learning disabilities. Psychology. 13(1), 34-45.
Bembenutly, H. (2008). Self-regulation of learning and academic celay of Gender and ethnic differenc among college students. Journal of Advanced Academics. 18(4), 586-616.
Berger, J., & Karabenick, S. (2010). Motivation and stdent's use of learning strategies: Evidence of unidirection effects in mathematics class room. Learning and Instruction. 41(51), 1-130
Elias, R. Z. (2008). Anti-intellectual attitudes and academic self-efficacy among business students. Journal of Education for Business. 84(2), 110-117.
Feng, H., Fan, J., & Yang, H. (2013). The Relationship of Learning Motivation and Achivment in EFL: Gender as an Itermadiated Variable. Educational Research International. 2(2), 2307-3713.
Fetsco, T., & McClure, J. (2005). Educational Psychology: An integrated approach to class room decisions. Mylab schoal Edition Paperback. In Allyn & Bacon.
Galyon, C. E., Blondin, C. A., Yaw, G. S., Nalls, M. L., & Williams, R. L. (2012). The relationship of academic Self-efficacy to class participation and exam performance. Social Psychology of Education. 15(2), 233-249.
Ledezma, Y. R., Vega, H. B., Rodriguez-vill a Lobos, J. M., Fernandez, I. C, & Lopez-welle, J. (2015). Self-Efficacy Perceived in Academic Behaviors in University Students of ‘Health’ and ‘Social’ Sciences. Science Journal of Education. 1(3), 6-10.
Matuga, M. J. (2009). Self-regulation goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society. 12(3), 4-11.
Munari, A. (2000). Jean Piaget, Retrieved at International Bureau of Education 10 August 2012.
Naeger, D., Straus, C., Phelps, A., Courtier, J., & Webb, M. (2014). Student-created Independent Learning Modules: An Easy High-value Addition to Radiology Clerkships. Academic Radiology. 21(7), 879-887.
Oates, S. (2019). The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training. Curriculum, Instruction, and Pedagogy. 1-8.
Peguero, A. A., & Shaffer, K. A. (2015). Academic Self-efficacy, Dropping out, and the Significance of Inequality. Sociological Spectrum. 35(1), 46-64.
Pintrich, P., & De Groot, E. (1990). Motivational and self- regulated learning components of classromm academic performance. Journal of Educational Psychology. 82(1), 33-40.
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian. Journal of Educational Research. 45(3), 269-286.
Richards, A. L. (2010). Improving the Academic Self-efficacy of middle schoal girls toward the study of mathematies through the use of theatrical infusion. West Virginia University.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulated and academic learning: self-efficacy enhancing intervention. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds). Handbook of self-regulation (pp.631-490). San Diego, CA: Academic Press.
Shu-Shen, S. (2004). Role of achievement goals in children’s learning in Taiwan. Journal of Educational Psychology. 98(5), 310-318.
Turgut, M. (2013). Academic Self-efficacy Belifes of Undergraduate mathematies Education students. Acta Didactica Napocen Sia. 6(1), 33-40.
Vasile, C., Marhan, A. M., Singer, F. M., & Stoicescu, D. (2011). Academic Self-efficacy cognitive load in students. Procedia-social and B ehavioral Sciences. 12, 478-482.
Zeidrne, M., Boekaerts, M., & pintrich, P. (2000). Self-regulation: Directions and challenges for future research. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Academic press.