درخت حوزه‌های تخصصی

The main goal of this paper is to identify the relationship between achievement goals and academic self-efficacy with academic success. It was attempted to investigate the mediating role of academic self-efficacy in the relationship between achievement goals with academic success. The sample of this study comprised 220 subjects, in different ages including both women and men. The instruments used are the achievement goals orientations contained 14 items (Midgley et al., 2000), the 8-item academic self-efficacy for Learning and Performance for College students (Pintrich et al, 1991) and college GPA. The results indicated that mastery goals, performance-approach goals and self-efficacy had a significant relationship with academic success. The results showed that self-efficacy has the facilitative role on the relationship between mastery goals and performance-approach goals for academic success and mastery goals and self-efficacy could be strongly useful in the motivating strategies for enhancing learning.

A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, the factors contributing to the professional learning community in distance learning have been studied. Using qualitative content analysis method, a structured interview of teachers, experts and e-learning students at the educational institution was conducted in a targeted way. 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes. The main categories are teacher, participation, online environment, time, tools and evaluation. The result from this article can be a guide to the action of trainers and distance education designers to increase student participation in formal education courses and finally to form a community of professional learning in this environment.