Mobile technology opens the door for next generation and let the learning occurs in anytime, anywhere and to be influence in a variety of learning contexts. The study was conducted in 329 teachers from 2352 secondary school teachers of Mathematics from 19 districts of Tehran using descriptive-field method during 2012-2013 academic years. A researcher-made Likhert-type questionnaire was developed to identify the teachers' viewpoint of the effect of Mlearning in different aspects of Mathematics learning. Twenty six questions measured the effect of different functional capabilities of mobile technology on increased motivation of learning Mathematics. Thirty seven questions measured the effect of different aspects of mobile learning on diversity of training methods of learning Mathematics. Thirty one questions measured the effect of different functional capabilities of mobile learning on students' participation in learning Mathematics. The reliability of the questionnaire using Chronbach's Alpha was 92%. One sample T test was used to examine significance of difference among the variables supporting the effect of M-leaning on different aspects of Mathematics learning. ANOVA was used to examine the effect of teachers' educational level and teaching experience on the effect of M-leaning on Mathematics learning. The results revealed that in teachers' viewpoint, mobile learning has a positive effect on motivating the students towards Mathematics. Also there is a positive and significant relation between using mobile learning and students' participation in Mathematics. Moreover, the relation between mobile learning and diversity of training methods of teachers is positive and significant. The findings of this survey show that teachers of Mathematics are interested in using the mobile technology in Mathematics learning. In their view this technology could increase students' motivation and participation in Mathematics learning and provide the opportunity of diversity of training methods of Mathematics.
The purpose of this study is to identify the correlation between Math anxiety and metacognitive knowledge. 323 out of 1950 Seventh grade female students were selected by cluster random sampling. The validated Persian version of standardized questionnaires of Chiu and Henry's Math anxiety scale and Swanson's metacognitive knowledge scale were used. Math anxiety was negatively correlated with Metacognitive knowledge (r=-0.48). Moreover, Metacognitive knowledge was negatively correlated with different domains of Math anxiety of learning Math, r= -0.43; of Math evaluation, r= -0.42; of solving problem, r= -0.409; and Math teacher anxiety, r= -0.38. These findings highlight the effect of math anxiety of seventh grade female students in their metacognitive knowledge.
Background: Academic faculty members of universities are the main element of science transfer and development of societies whose empowerment is an inevitable necessity. Therefore, the main purpose of this study was to predict the psychological empowerment of employees based on the model of spiritual leadership.
Method:The method of the present study was descriptive-correlational in terms of implementation method and applied in terms of purpose. The statistical population of the study was 162 professors and lecturers of Farhangian University of Isfahan in 2009-2010. Based on Morgan and Krejcie (1970) table, 110 of them were selected by simple random sampling method. The research instruments were the standard questionnaires of Fry Spiritual Leadership (2005) and Spreitzer Job Empowerment (1995), the reliability of which was obtained by Cronbach's alpha test of 0.89. Pearson correlation test with SPSS23 software and structural equation approach with Amos20 software were used to analyze the data. Results: Data analysis showed that spiritual leadership has a significant relationship with psychological empowerment of employees (r = 0.44 and P <0.01). Spiritual leadership also predicts 0.45 variance of variable psychological empowerment of Farhangian University faculty members. Among the dimensions of spiritual leadership, perspective (0.83), altruism (0.81) and faith and hope (0.80) had the highest path coefficient on empowerment, respectively. Conclusion: Considering the effect of spiritual leadership on the psychological empowerment of faculty members, it is necessary to review the patterns of leadership in cultural universities and the appointment of individuals as the president of universities should be done more with the style of spiritual leadership.
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