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  3. Investigating the role of spiritual intelligence and self-regulated learning strategies on the academic performance of male students of Farhangian Shahid Beheshti Bandar Abbas University

Investigating the role of spiritual intelligence and self-regulated learning strategies on the academic performance of male students of Farhangian Shahid Beheshti Bandar Abbas University

Number of pages: 135 File Format: word File Code: 30235
Year: 2016 University Degree: Master's degree Category: Psychology
Tags/Keywords: Academic performance - Self-regulated learning - Self-regulated learning strategies - Spiritual intelligence
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  • Summary of Investigating the role of spiritual intelligence and self-regulated learning strategies on the academic performance of male students of Farhangian Shahid Beheshti Bandar Abbas University

    Dissertation for Master's Degree in Psychology (M.A.)

    Tension: Educational

    Abstract:

    In this research, the relationship between spiritual intelligence and self-regulated learning strategies with the academic performance of Farhangian University male students was investigated. For this purpose, 150 people were selected by random sampling from the male students of Farhangian University of Bandar Abbas. After that, spiritual intelligence questionnaire and self-regulated learning strategies questionnaire (MSLQ) were used to collect data. And to analyze the collected data, linear regression using the simultaneous method, Pearson's correlation coefficient was used. And spss18 statistical software was used to analyze the data. The results of the analysis of the hypotheses of the research indicated that there is a significant positive relationship between spiritual intelligence and its subscales with academic performance at the P<.001 level and the subscales of spiritual intelligence are suitable predictors for academic performance. It was also found that there is a relationship between cognitive, metacognitive and motivational strategies of self-regulated learning and academic performance. And finally, the results of the regression analysis showed that among self-regulation learning strategies, cognitive and metacognitive strategies and resource management with beta values ??of 41/.42. And the values ??of t, 6.15 and 6.35 were significant at the P<.001 level and were able to predict academic performance among students. While among the learning strategies, the motivational strategy was not statistically significant and could not predict academic performance.

    Key words: spiritual intelligence, self-regulated learning strategies and academic performance.

    Abstract:

    In this research, the relationship between spiritual intelligence and self-regulated learning strategies with the academic performance of male students of Farhangian University was investigated. For this purpose, 150 people were selected by random sampling from the male students of Farhangian University of Bandar Abbas. After that, spiritual intelligence questionnaire and self-regulated learning strategies questionnaire (MSLQ) were used to collect data. And to analyze the collected data, linear regression using the simultaneous method, Pearson's correlation coefficient was used. And spss18 statistical software was used to analyze the data. The results of the analysis of the hypotheses of the research indicated that there is a significant positive relationship between spiritual intelligence and its subscales with academic performance at the P<.001 level and the subscales of spiritual intelligence are suitable predictors for academic performance. It was also found that there is a relationship between cognitive, metacognitive and motivational strategies of self-regulated learning and academic performance. And finally, the results of the regression analysis showed that among self-regulation learning strategies, cognitive and metacognitive strategies and resource management with beta values ??of 41/.42. And the values ??of t, 6.15 and 6.35 were significant at the P<.001 level and were able to predict academic performance among students. While among the learning strategies, motivational strategy was not statistically significant and could not predict academic performance.

    Key words: spiritual intelligence, self-regulated learning strategies and academic performance.

    Examine the role of intellectual intelligence and self-regulated learning strategies with academic performance among students, educators boy shahid Beheshti University, Bandar Abbas city

    Abstract

    In this study, the relationship between spiritual intelligence and self-regulated learning strategies with academic performance were examined. For this purpose, 150 samples were selected at random from among university teachers in Bandar Abbas city. After the questionnaire was used and designed to collect data on spiritual intelligence and self-regulated learning strategies questionnaire. And to analyze the collected data, the method of simultaneous linear regression, Pearson correlation coefficient was used. And spss18 statistical software was used for data analysis.

    Results of the assumptions analysis showed that the spiritual intelligence and its subscales were significantly positively associated with academic performance in the P<./001.  And spiritual intelligence subscales are good predictors for academic performance.It was also found that cognitive strategies, meta cognitive and motivational self-regulated learning are related to academic performance. Finally, the results of the regression analysis showed that the strategy of self-regulated learning, cognitive and meta cognitive strategies could predict academic performance. Keywords: spiritual intelligence, self-regulated learning strategies and academic performance.

  • Contents & References of Investigating the role of spiritual intelligence and self-regulated learning strategies on the academic performance of male students of Farhangian Shahid Beheshti Bandar Abbas University

    List:

    Table of Contents

    Title

    Pages

    Abstract:..1

    Chapter One: Research Overview

    1-1. Introduction..3

    1-2. Definition and expression of the problem: 6

    1-3. The importance and necessity of doing research: 10

    1-4. Objectives of research. Research hypotheses:..11

    1-6. Definition of words and terms:..12

    1-6-1. Conceptual definitions..12

    1-6-2. Operational definitions:..13

    Chapter Two: Review of the conducted research (literature and documents, frameworks and foundations, history and research background)

    2-1 Introduction:..15

    2-2 Theoretical scope of the research problem:.15

    2-2-1 Concepts of intelligence:..15

    2-2-1-1 intelligence :..15

    2-2-1-2 Definition of intelligence :..16

    2-2-1-3 types of intelligence :..17

    2-2-1-3-1 physical intelligence (PQ) :.18

    2-2-1-3-2 intellectual intelligence (IQ) :.18

      2-2-1-3-3 Emotional intelligence (EQ): 18 2-2-1-3-4 Spiritual intelligence (SQ): 19

                  2-2-1-5-1-1 Elkins’ view: .23

    2-2-1-5-1-2 Friedman and Macdonald’s view: .23

                  2-2-1-5-1-3 Gardner’s view: .24

                2-2-1-5-1-4 William West’s view: .24

                  2-2-1-5-1-5 Grom's view: 24

    2-2-1-5-1-6 Wigglesworth's view: 24

    2-2-1-5-2 Definitions of spiritual intelligence: 25

    2-2-1-5-3 Dimensions of spiritual intelligence: 28

           2-2-1-5-4 Components of spiritual intelligence from different perspectives: 30

    2-2-1-5-4-1 Emmons' perspective: 32 2-2-1-5-4-2 Friedman and McDonald's perspective: 33 2-2-1-5-4-3 Nobel and Vegan's perspective :.33

                                                                                                                                                                      2-2-1-5-4-4 Bruce Litchfield’s view :.33

                                2-2-1-5-4-5 McMullen’s view :. Spiritual :.35

                                       2-2-1-5-6-1 King's four-component model :. 2-2-1-5-6-1-3 Existential critical thinking: 35

    2-2-1-5-6-1-4 Expanded states of consciousness: 35

    2-2-1-5-6-2 Zehr and Marshall model: 35 2-2-1-5-6-3 Five component model E. Emmons :.36

                                       2-2-1-5-6-4

    . 2-2-1-5-6-4-3 Basic experiences: 37

    2-2-1-5-6-4-4 Basic capabilities: 37

    2-2-1-5-6-4-5 Symbolic systems: 37

    2-2-1-5-6-5 Command model: 37

                            2-2-1-5-6-5-1 Vigilance :.38

                                2-2-1-5-6-5-1-1 Accuracy (attention) :.38

                                                2-2-1-5-6-5-1-2 Transrational awareness : .38

                   2-2-1-5-6-5-1-3 Action (practice) :.38

                             2-2-1-5-6-5-2 Sobriety :. :.38

    2-2-1-5-6-5-2-3 Tawakkel38

                               2-2-1-5-6-5-3 Meaning :.38

                              2-2-1-5-6-5-4 Exaltation :. 2-2-1-5-6-5-4-2 Cunning :.39

                              2-2-1-5-6-5-5 Honesty :.

                              2-2-1-5-6-5-6 calm and carefree surrender :.39

                                   2-2-1-5-6-5-6-1 calm :. 2-2-1-5-6-5-7 Internal dependence: 39

    2-2-1-5-6-5-7-1 Internal freedom with reasonable activity: 39

    2-2-1-5-6-5-7-2 Freedom: 39

    2-2-1-5-6-5-7-3 Diagnosis :39

    :.40

                             2-2-1-5-7-1 Intuitive intellect: .40

    Focused power and justice: 40 2-2-1-5-7-5 Love and compassion: 40 2-2-1-5-7-6 Healing and forgiveness: 40 2-2-1-5-7-7 Magnificent life: 40 2-2-1-5-7-8 Life Dignity, solidarity and commitment:.41

                                                                                                                           2-2-1-5-7-9           Bonding and creative service:. 2-2-2-1 History of self-regulated learning: 41 2-2-2-2 Concept of self-regulated learning 42 2-2-2-3 Learning strategies 45 2-2-3-1 Classification of learning strategies 45 2-2-3-1-1 mental review strategies: 45 2-2-2-3-1-2 expansion strategies 45 2-2-3-1-3 organizing strategies 46 2-2-2-3-1-4 strategies for monitoring reading comprehension

    2-2-2-3-1-5 emotional strategies: 46 2-2-2-4 self-regulation learning strategies 46 2-2-2-4-1 cognitive strategies 46 2-2-2-4-2 metacognitive strategies 47 2-2-2-5 The relationship of self-regulated learning and learning progress: 48

    2-2-2-6 Characteristics of learners with self-regulated ability in learning: 48

    2-2-2-7 Metacognitive awareness and learning styles: 50 2-2-3 Academic performance: 52 2-2-3-1 Concept of academic performance: 52 2-2-3-2 Effective factors in academic performance 54 2-2-3-2-1 Individual factors 54 2-2-3-2-2 Family and social factors 54 2-2-3-2-3 School factors :.54

                             2-2-3-2-4 Gender :.54

                      2-2-3-3 Concept of academic progress or success :.

          2-2-3-6 The role of self-regulation in academic progress:

Investigating the role of spiritual intelligence and self-regulated learning strategies on the academic performance of male students of Farhangian Shahid Beheshti Bandar Abbas University
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