The purpose of this study was to investigate the relationship between help seeking and teacher student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who stu More
The purpose of this study was to investigate the relationship between help seeking and teacher student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. The sample of this study were 317 boys and girls students that was chosen by multi-stage cluster sampling and all of them completed the Ryan and Pintrich questionnaire, Murray and Zurich’s teacher student relationship questionnaire, Herman’s achievement motivation questionnaire and Eliot and McGregor achievement goals. Data were analyzed by Pearson correlation and path analysis. The findings showed that the direct effect of teacher student relationship on achievement motivation and the direct effect of mastery approach on achievement motivation positive and significant. The direct effect of performance avoiding on the help seeking was negative and significant. The in directed effect of teacher student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the in directed effect of teacher student relationship on the help seeking by mediating of achievement motivation was positive and significant. The results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher student relationship and also motivation among students.
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Children with Down syndrome have significant limitations in various areas of their lives. Among these, daily living skills are among the areas that are important for the success of these children in living. However, a review of research evidence suggests that effective More
Children with Down syndrome have significant limitations in various areas of their lives. Among these, daily living skills are among the areas that are important for the success of these children in living. However, a review of research evidence suggests that effective interventions such as family-based empowerment programs, have been less studied in this area. Therefore, the present study aimed to determine the effectiveness of family-based sensory-motor empowerment program on daily living skills of students with Down syndrome. The research design was semi-experimental (pretest-posttest with a control group). The population consisted of all students with Down syndrome in Kashan city in the year 2021-2022. The sample consisted of 30 students aged 8-12 years who were selected by convenience sampling method and assigned to two groups (15 experiment & 15 control). The tool included Wayland Social Development Test (1980). MANCOVA was used to analyze the data. The results showed that there was a significant difference between the experiment and control groups in terms of all components of daily living skills (p <0.01). As a conclusion, we can suggest the family-based sensory-motor empowerment program as a suitable intervention to improve the daily living skills of students with Down syndrome.
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