Fateme Mazaheri Tehrani; Saeid Ghanbari; Jalil fathabadi; omid shokri; Masoud Sharifi
Abstract
Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model ...
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Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model of emotional problems in children with learning disorders. To achieve this goal, 18 parents of children with learning disorders and 10 specialists in the field of treatment of learning disabilities participated in semi-structured interviews and the interviews were analyzed by thematic analysis. Based on the concepts extracted from the text of the interviews, 71 centralized codes and 15 basic categories were placed under 2 underlying themes (internal and external sources of vulnerability). It seems that since the emotional problems of children with learning disabilities play a major role in their quality of life and education, interventions for these children require comprehensive attention to the context in which they are immediately involved
omidali mohammadverdi; massoud sharifi; jalil fathabadi; vahid nejati; Aminmohammad mohammadverdi
Abstract
The purpose of the present study was to determine the relationship between circadian cycles and working memory of students. Methods: The research was done using the correlation method. The statistical population consisted of the female students of the 11th grade in the central part of the Khodabandeh ...
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The purpose of the present study was to determine the relationship between circadian cycles and working memory of students. Methods: The research was done using the correlation method. The statistical population consisted of the female students of the 11th grade in the central part of the Khodabandeh county, from whom, 40 students were selected from two classes by random cluster sampling . They were tested for two weeks in two turns in the morning (at 8, 9.30, 11) and in the afternoon (at 13, 14.30, 16.15). The Horn and Stoberg (1976) questionnaire was used to assess the chronotype, and tests of equivalent forms of verbal memory assessment was used to measure the working memory. The mixed analysis of variance was used to analyze the data. Results: there was a significant difference between the efficiency of students' working memory at different hours of the day (f =2/82, p = 0/017) as well as the different days of the week (f =16/8, p < 0/0005). Differences in the efficiency of working memory were not significant among the chronotypes of morning, afternoon, and evening (f =0/301, p = 0/742). The efficiency of students' working memory was different according to the cronotype in different hours of the day (f =3/06, p = 0/001). Conclusion: It is essential to pay attention to the circadian and weekly cycles in student education.
روانشناسی یادگیری
omidali mohammadverdi; massoud sharifi; Jalil fathabadi; vahid nejati
Abstract
Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. ...
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Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.
