zahra bahari; Ali Reza Kiamanesh; mohammad hossein abdolahi
Abstract
Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a ...
Read More
Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a kind of self-conscious that can lead to self-regulation. The statistical population of this study was all students in the fifth, sixth and seventh grade in the academic year of 2018-19. The sampling method is convenience sampling. The research was a semi-experimental design with a pretest-posttest and 45 days follow up with a control group. In the experimental group, 20 students received 8 sessions of 90 minutes of training base on an educational researcher-made package, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of a MIMIC model. From significant findings of this study, we can mention the fitting of the conceptual model as well as the direct and indirect effect of executive functions education on self-regulation. These effects persisted in the follow-up phase. Therefore, considering the importance of self-regulation in the academic and non-academic life of students, it can be concluded that a researcher-made educational package can be used to improve this concept.
fatemeh khorrami; aliakbar saif; Ali Reza Kiamanesh; fariborz dortaj
Abstract
The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study ...
Read More
The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.
Seydeh Mahrokh Moosavi; Mahnaz Akhavan Tafti; Ali Reza Kiamanesh; Molok Khademi Ashkezar
Volume 10, Issue 34 , January 2015, , Pages 127-153
Abstract
The purpose of this study was to construct and validate a questionnaire for peer -assisted learning. The population consisted of all students in vocational-training high schools in Tehran in the academic year 1391-92. Through the use of multistage cluster sampling, 979 students ( 519 girls and 460 boys ...
Read More
The purpose of this study was to construct and validate a questionnaire for peer -assisted learning. The population consisted of all students in vocational-training high schools in Tehran in the academic year 1391-92. Through the use of multistage cluster sampling, 979 students ( 519 girls and 460 boys ) in 19 vocation program and 39 classes responded to the peer -assisted learning questionnaire (r=0.87) . For the validity of the questionnaire, content validity, construct validity, and exploratory factor analysis were used. Three factors were extracted, which explained the total variance of the questionnaire for girls (44.81%), boys (46.40%), and the total sample (45.56%) respectively. Results showed that the questionnaire is capable of assessing three factors related to peer -assisted learning: peer-assisted instruction, peer relationships, and a sense of belonging to the peer group. This questionnaire can be used as a measure of peer -assisted learning in samples with regard to, or regardless of gender.
