نجاریان najarian; shahram vahedi
Abstract
This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, ...
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This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, 2007), Norwegian version for the modified scale of hardiness (Hystad, Eid, Johnsen, Laberg & Thomas Bartone, 2010), resilience questionnaire (Johnsen, 2013), and academic engagement questionnaire (Rio, 2013) were employed. Obtained data of sample were analyzed by using the statistical softwares Spss &Amos and by path analysis. The results showed that Academic engagement was predicted directly by grit, psychological hardiness and resilience; According to the findings academic engagement was predicted indirectly, on the path of resilience, by grit. psychological hardiness through the mediating role of grit has also a indirect and meaningful effect on the Academic engagement .The results of the research were not confirmed indirectly on the path from psychological hardiness to academic involvement. The results indicated that 16% of academic engagement was explained, through grit, psychological hardiness, and resilience. Also, the variables for grit and hardiness explained 28% of academic engagement by resilience.
نجاریان najarian; shahram vahedi; touraj hashemi; rahim badri
Abstract
General learning disabilities and specific math impairments have always been considered as the most common and the most complex topics in the field of exceptional children and have attracted the attention of many researchers. Numerous studies have been recently conducted on the effectiveness of cognitive ...
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General learning disabilities and specific math impairments have always been considered as the most common and the most complex topics in the field of exceptional children and have attracted the attention of many researchers. Numerous studies have been recently conducted on the effectiveness of cognitive interventions in the field of learning disabilities. This study attempts to show a general conclusion about the effectiveness of cognitive interventions based on working memory on children's executive functions with math learning disabilities. The statistical population included all related researches that were published in Persian from 1390 to 1400. This issue was investigated by 21 researches using meta-analysis method, in which 50 effect sizes were obtained in general and analyzed using CMA2 software. The results showed that the combined effect size of the effectiveness of the intervention based on working memory on executive functions was 1.37 in the fixed model and 1.53 in the random model, which was statistically significant (P <0.001). According to cohen criteria and Based on the effect size, it can be said that the intervention based on working memory has a high effectiveness on the children's executive functions of special learning disabilities with mathematical disorder.
