Iranian Female Students Research Articles

Sustainable Development in Iran: An Exploratory Study of University Students' Attitudes and Knowledge about Sustainable Developmenta

ABSTRACTIn this paper, we explore the perceptions of Iranian undergraduate college students of the concept of sustainable development (SD). In so doing, we measure students' attitudes and knowledge on the various aspects of the SD paradigm. The results indicate that while most Iranian students surveyed have a positive perception of SD, their attitudes and knowledge about it is linked to certain demographic characteristics. For example, Iranian female college students are more knowledgeable about SD than their male Iranian counterparts. Implications of these findings are further explored. Copyright © 2012 John Wiley & Sons, Ltd and ERP Environment.

The Prediction Use of English Language Learning Strategies Based on Personality Traits among the Female University Level Learners

The current study aims to explore the prediction use of English language learning strategies based on personality traits among female university level learners of English language as a university major subject at Islamic Azad University in Iran. Four instruments were used, which were the Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, the NEO-Five Factors Inventory (NEO-FFI), and the Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female students volunteered to participate in this research study. The intact classes were chosen. The obtained results in this study show that the Conscientiousness trait and the Extraversion trait best predicted the overall use of Memory strategies of the students, and the Openness to Experiences trait and the Conscientiousness trait best predicted the overall use of Cognitive strategies, Compensation strategies, Metacognitive strategies, Affective strategies, and Social strategies of the learners.

Can self-efficacy and self-confidence explain Iranian female students' academic achievement?

Official statistics from several resources in Iran indicate that female enrollment and achievement in Iranian universities has recently exceeded that of male students. Despite the fact that a religious government has been ruling the country for three decades, and despite many regulations against women, Iranian women have managed to overcome social, cultural, and political barriers. They have also been able to pass a highly competitive entry exam to enter the university at higher performance rates than male students. In this study it was proposed that this increasing enrollment and graduation rate might be attributed to their gender-based self-confidence and their self-efficacy. The results showed that female students scored higher on collective, gender-based self-confidence but their personal feeling about their gender was more negative and their general self-efficacy was not different from the self-efficacy of male students.

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

The aim of this study was investigating Iranian female students’ attitude towards CALL and its relationship with their level of education, computer ownership, and frequency of use. One hundred and forty-two female students (50 junior high-school students, 49 high-school students and 43 university students) participated in this study. They filled in A-CALL questionnaire that assessed their attitudes towards CALL with respect to four factors: effectiveness of CALL vs. non-CALL, surplus value of CALL, teacher influence, and degree of exhibition to CALL. The findings revealed that the sample had a general positive attitude towards CALL while they showed the highest positive attitudes towards teacher influence and the lowest positive attitudes towards effectiveness of CALL vs. non-CALL. Students’ attitude toward CALL across level of education was found to be significantly different just in degree of exhibition to CALL; while university students had the highest level of positive attitudes in this regard. Further, computer ownership could make a difference in students’ attitude towards teacher influence. No statistically significant difference was found between the attitudes of those students who used computer more frequently and those students who did not use it quite often.

Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress

To investigate the impact of self-correction method as an alternative to the traditional teacher-correction method, on the one side, and to evaluate the impact of personality traits of Extroversion/Introversion, on the other side, on the writing progress of the pre-intermediate learners three null-hypotheses were proposed. In spite of students absolutely different personalities some teachers probably expect all the students to react to their incompetent feedback in an indistinguishable way. To put it in other words, these teachers pay no attention to the fact that each student is completely a different human being with his/her exclusive personality. These instructors pursue the traditional correction method and correct every error and even do not agonize to present work for different correction methods let alone thinking of making learners engage in their own learning. Therefore, 120 pre-intermediate Iranian female EFL students were selected through employing of Nelson English Language Test (NELT) and the Eysenck Personality Questionnaire (EPQ). They were assigned to four different groups-two groups include extroverts and two groups include introverts. Subsequently, they were given five expository topics to write about in a five-week period. While two groups, one extroverted and one introverted enjoyed self-correction, the teacher corrected the writings of the other two groups. The obtained results showed that personality type had no significant effect on learners' progress in writing. Nevertheless, self-correction method showed to be significantly effective at 0.5.

Relationship Between Anaemia, Caused from the Iron Deficiency, and Academic Achievement Among Third Grade High School Female Students

Problem Statement: Anemia caused from Iron deficiency is one of most wide-spread diseases in the world. Children in school age and specially in the age of adolescence will come to experience the danger of anaemia based on iron deficiency. In this age anaemia wil have a fast gowth. Adolescents’ need to different foods, particularly iron, will increase but the need is much higher among females. Students with iron deficiency will get infected with microbes due to decrease of body strength. Intelligence Q will be lower. Learning abilities will then decrease during this condition and so will be with achievement.Purpose of Study: The purpose of this study was to explore the relationship between the anemia, due to iron deficiency, and academic achievement of female third grade high school students in mathematics and physics course.Research Methods: The study used survey method of data collection. The participants in this study were 46 female students at secondary schools in Garmsar city. Data was collected by performing test of anemia. The data was analyzed by using the Pearson product-moment correlation technique and T-test.Findings: A significantly positive relationship was found between the six factors of blood (FERITIN, SERUM IRON, MCV, MCH,HCT,HB) and academic achievement. A significant negative relationship was found between the three factors of blood deficiency (IRON BONDING, RDV, RETIC) and academic achievement. Results from T test revealed that achievement scores of students with anemia were much lower than healthy students.Conclusion: Anaemia caused from Iron deficiency is wide-spread among Iranian female students. This physiological problem will negatively affect learning and educational achievement. Iron deficiency is a mal-nutrition problem among students. Education experts should look for solutions.

Canonical correlation analysis of procrastination, learning strategies and statistics anxiety among Iranian female college students

This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. A questionnaire survey was used for data collection and 248-college female student participated in this study. The results show that the significant explained variables are based on a combination of five subscale of statistics anxiety. The significant predictor variables are based on a combination of four individual characteristics of preparing homework, preparing for test metacognitive self-regulation and source management. Implications for statistics anxiety reduction as a procrastination intervention are discussed.

Evaluating the use of poetry to reduce signs of depression, anxiety and stress in Iranian female students

The aim of the present study was to explore the effectiveness of group poetry intervention on signs of depression, anxiety and stress in female undergraduate students in Iran. A sample of 29 participants were randomly assigned to either an intervention ( n = 14) or a no intervention group ( n = 15). The intervention group took part in seven sessions of group poetry therapy of 90–120 min duration each while the no intervention group was put on a waiting list. All participants completed the Depression, Anxiety and Stress Scale (DASS) before the intervention and after second, fifth and the last session. Results showed that the use of poetry as an intervention technique plays a significant role in reducing signs of depression, anxiety and reported stress. This confirms previous research. Results are discussed in terms of the viability of poetry as a possible therapeutic method in alleviating depressive and anxiety related disorders considering some important characteristics of the Iranian culture.

Investigating the impact of assertiveness training on assertiveness, subjective well-being and academic achievement of Iranian female secondary students

This paper investigates the impact of assertiveness training on assertiveness, subjective well-being and academic achievement of 30 Iranian female secondary students which randomly were placed in experimental and control groups. For this aim, Assertiveness Questionnaire (Gambrill & Richy, 1975) a self-made open-ended questionnaire, Oxford Happiness Questionnaire (OHQ, 1990) and two math tests were used .The results showed a significant difference between assertiveness and well-being scores in pre-test, post-test and follow-up for the experimental group. In addition, assertiveness training improved math scores in post-test and in the follow-up for the experimental group.

How do Iranian adolescents think about peace? A study of the perception of female secondary school students and their families.

This research investigates the role of perception in the process of solving a peace problem. Data was gathered through a semi-structured interview with 18 Iranian female secondary school students and their parents. Findings indicated that the main conceptualizations of peace were serenity, security, and solidarity. With regard to the cause of war and ways to achieve peace, 2 students emphasized religious beliefs, and 4 pointed to the message of textbooks on identifying and fighting enemies. Eight students presented a global, comprehensive view, and did not consider peace as the absence of war. The remaining 4 students indicated no clear view in their causal explanations and solutions. In only five cases was there a relative convergence between students and their parents.