روانشناسی یادگیری
Malihe Ahmadi; Kianoosh Hashmian; fariborz dortaj; Khadijeh Abolmaali Alhosseini
Abstract
The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan that were studying in the 96-95. The research method was quasi-experimental design with pre-test , post-test with ...
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The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan that were studying in the 96-95. The research method was quasi-experimental design with pre-test , post-test with experimental group and control group and one month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subject were selected and randomly were assigned in the two experimental groups and one control group. First experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA)was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduce the negative problem attitude, the avoidance style and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. but there were no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.
روانشناسی یادگیری
Shila Soleymani; Khadijeh Aliabadi; Ismaiil Zaraii Zavaraki
Abstract
The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-test. The statistical sample was selected ...
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The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-test. The statistical sample was selected as available by the random replacement for all students in the Aladdin Center in Mashhad in the academic year 2018-2020 with 250 people. To collect data, Fisher, King, and Tague's (2001) ‘s questionnaire was first administered to the experimental and control groups as a pre-test. Then, English grammar was taught to the control group under flipped teaching patterns and to the control group through the traditional method. In the end, a post-test was performed on both groups. To determine the validity and reliability of the study Cronbach's alpha coefficient (α), to check the normality of the study population repeated measures, and to answer the research questions sample t-test was used. Findings showed that the use of flipped learning patterns had an effect on desire for learning and self-control but had no effect on self-management. Regarding the results, it can be argued the value and acceptability of the pattern are effective in self-directed learning in different higher education levels and have improved teaching and learning.
روانشناسی یادگیری
Hossein Naderipour; Abolghasem Yaghoobi; Rasool kord Noghabi; Shahryar Yarmohammadi Vasel
Abstract
The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population ...
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The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size based, 420 students were selected using multistage cluster random sampling method. The instruments for data gathering included, academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), academic mindfulness questionnaire, fear of self-compassion scale (Gilbert et al., 2011), academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed by using pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit, and all fit indices confirmed the model. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect in academic engagement. Moreover, the results showed that academic mindfulness mediated by of fear of self-compassion, academic wising and core self-evaluations had a significant effect in academic engagement. In this study, the role of variables mentioned in students academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain of academic engagement.
روانشناسی یادگیری
Leila Sadeghi; masoud Gholamali Lavasani; Salar Faramarzi; GholamAli Afrooz Afrooz
Abstract
Introduction: The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities.Method: The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence ...
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Introduction: The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities.Method: The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, the content of books and articles was analyzed in terms of components related to academic self-confidence. In this study, educational components were first extracted, then they were classified in the form of basic content, main component and secondary component.Results: Academic self-confidence educational package based on 6 comprehensive themes including: academic vitality (with themes that create motivation and academic involvement), academic self-efficacy (with themes that create a sense of competence and self-confidence), self-regulation (with themes that create self-awareness), self-monitoring, purposefulness, self-management and the use of effective learning strategies), scientific thinking (with the themes of critical thinking, creative thinking and cognitive flexibility), executive skills (with the themes of planning and organization, attention control and concentration, Problem solving (and resilience) were formulated with the constructive themes of stress management, emotion management, adaptation and positive interactions and self-care.Conclusion: The educational self-confidence training model obtained can be used in the formulation of the intervention for the education of students with specific learning disorders, along with other existing interventions.
روانشناسی یادگیری
Mojtaba Jahanifar; Fatemeh Dehghani
Abstract
Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes ...
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Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes has been studied for science in Iran. The present study investigated those relationships using structural equation modelling for 920 Iranian students. The results showed that the correlation between academic self-efficacy and academic self-concept in science is equal to 0.47, which indicates the separability of academic competence beliefs factors in science. science academic self-efficacy was more strongly influenced by the inquiry learning opportunities as an antecedent. The science academic self-concept was a better predictor of future-oriented motivation and career aspirations, while self-efficacy is a better predictor of students' current abilities in science. inquiry-based educational class activities, positive and personal feedback provided by science teachers, and creating opportunities for students to participate in laboratory experiences can help strengthen academic competence beliefs in science. We propose the science educational design according to constructivism, the development of hands-on activities in schools, and the design of participation-based classroom activities by science teachers, in order to strengthen students' academic self-concept and self-efficacy. This reinforcement will have consequences such as the development of scientific literacy and the creation of positive career aspirations and motivations
Fatemeh Ghasempoor; Parviz Shrifi daramadi
Abstract
The purpose of the present study identifying the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in female students the first high school was Tehran. Due to the semi -experimental method of the present study, the statistical population of all high school students ...
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The purpose of the present study identifying the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in female students the first high school was Tehran. Due to the semi -experimental method of the present study, the statistical population of all high school students in Tehran was a sample of 30 people randomly in two groups of control (15 person) and the experimental group (15 person). The sample size was selected from the targeted sampling method and the samples were included in the two groups of control and experimental group based on the score of the Rumination Questionnaire Nollen Hoeksema and Moro (1991) and exam anxiety Questionnaire Abolghasemi et al (1375) and the experimental group during eight ninety -minute sessions, mindfulness intervention based on cognitive therapy was trained. Data were analyzed using covariance analysis. The results showed that cognitive therapy-based mindfulness training is effective in dealing with rumination and exam anxiety in the first high school students in Tehran and the significant level of rumination and less exam anxiety. It is 0/05, so this shows that there is a significant difference between the two groups of control and experimental in the amount of rumination and test anxiety. Cognitive therapy-based mindfulness training with effect size 0/675 reduced rumination and reduced exam anxiety by effect size 0/572 Therefore it can be used as an effective intervention.
روانشناسی یادگیری
Azadeh Choobforoushzadeh; Maryam Aghaie meybodi; Yasser Rezapour
Abstract
The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) ...
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The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by available sampling method and completed the empathy questionnaires of Auyeung et al's children (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model has a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.
روانشناسی یادگیری
Tahereh Mahbobian; fariborz nikdel
Abstract
The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. 340 students of Yasouj University were selected by multi-stage cluster sampling method and answered the Daniman and Carpenter active memory test, the ...
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The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. 340 students of Yasouj University were selected by multi-stage cluster sampling method and answered the Daniman and Carpenter active memory test, the questionnaire of Midgely et al.'s progress goals and the Panas ffect Scale. The evaluation of the proposed model was investigated by analyzing the path and intermediate relationships in the proposed model using the bootstrap method. Findings related to the direct effects of achievement goals on memory performance showed that mastery goals have a direct and significant effect on memory performance and direct effects of performance goals and objectives. Avoidance on memory performance was not significant. The results also showed that negative affect had a direct and significant effect on memory performance but the direct effect of positive affect on working memory performance was not significant. Findings related to indirect relationships also showed that mastery goals and avoidance goals through positive and negative Affects have a significant indirect effect on working memory performance, but the indirect effect of functional goals through positive and negative emotions on working memory performance. It was not meaningful. Finally, the results showed that the proposed model fits the data. Therefore, affect-mediated mastery and avoidance goals have an indirect effect on working memory performance, it is suggested to improve the working memory performance, the type of goal that people choose and the affect affected by that goal, pay more attention.
روانشناسی یادگیری
saeideh zahed; Hossein kareshki; parvin roshanghias
Abstract
The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and statistical population ...
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The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's influency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Siofert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive Engagement questionnaires. Data were analyzed using MANCOVA. The results indicated significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therfore, it seems that a certain amount of extraneous load can stimulate germane cognitive process, by creating cognitive engagement.
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