Hamideh Jahangard; Reza Ghorban Jahromi; Faribourz Dortaj; Aboutaleb seadatee Shamir
Abstract
The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 ...
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The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.
Morteza Nazari; Aboutaleb seadatee Shamir; Khosrow Bagheri Noaparast; sadegh rezaei
Abstract
Purpose: This research was conducted aimed to identifying the scientific and philosophical foundations of educating gifted students in Finland and Iran and providing a pattern for Iran.Methodology: Present study in terms of purpose was fundamental and in terms of implementation method was mixed (qualitative ...
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Purpose: This research was conducted aimed to identifying the scientific and philosophical foundations of educating gifted students in Finland and Iran and providing a pattern for Iran.Methodology: Present study in terms of purpose was fundamental and in terms of implementation method was mixed (qualitative and quantitative). The study population in the qualitative section was documents and university experts, which number of 10 people were selected according to the principle of theoretical saturation by purposive sampling method. The study population in the quantitative section was gifted male students of district 5 of Tehran city in 2019-20 academic years, which 160 people were selected according to Krejcie and Morgan table by purposive sampling method. To collect data were used from semi-structured interview and researcher-made questionnaire (57 items). Data were analyzed in the qualitative section by open, axial and selective coding method and in the quantitative section by exploratory factor analysis and structural equation modeling Amos software.Findings: The results showed that the scientific foundations of teaching gifted students Finland have 16 indicators, 4 categories of fixed teachers, need to positive and constructive interactions, importance autonomy and play and complete trust and 2 themes of no segregation and screening of students and trust and its philosophical foundations have 16 indicators, 5 categories of sports and art, emphasis on creativity, interest to learning, Conclusion: According to the model of scientific and philosophical foundations of educating gifted students for Iran, planning is necessary to use it for improve the educational conditions of gifted students.
روانشناسی یادگیری
Saeid Mazbouhi; Aboutaleb seadatee Shamir
Abstract
Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by ...
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Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by randomly selected and tested on a voluntary basis and were analyzed. Responsibility taking questionnaire (Gaff), Self-efficacy, King's spiritual intelligence questionnaire (SISIR) were applied as a research instrument. in this regard correlation and step by step regression analysis was employed. The correlation between efficiency and overall score. Findings reveals that increasing self-efficacy score significantly change the responsibility, because this correlation is negative, an increase in self-efficacy score leads to a reduction in responsibility. and an increase in spiritual intelligence score and its subscales The stress has been associated with a decrease in self-efficacy and the components of transcendental consciousness and expanded consciousness mode (the component of spiritual intelligence) were able to predict stress in staff and self-efficacy and transcendental consciousness (of spiritual intelligence components) can to predict responsibility.
