Hossein Zare; Azam Farmani
Abstract
The aim of the present study was to offer a model about the role of patience components in predicting learning strategies with the mediating role of cognitive flexibility. The statistical population of the present study was all of university students studying at Payame Noor University, Kermanshah Branch ...
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The aim of the present study was to offer a model about the role of patience components in predicting learning strategies with the mediating role of cognitive flexibility. The statistical population of the present study was all of university students studying at Payame Noor University, Kermanshah Branch in academic year 2014- 2015. Two hundred and seventy university students were recruited among them via cluster sampling method. The participants answered the Patience Scale (Khormaie, Farmani and Soltani, 2015), Cognitive Flexibility Inventory (Dennis and VanderWal, 2010) and Cognitive/ Metacognitive Learning Strategies (Elliot et al, 1999). The findings showed that the presented model had good fitness. Moreover, the findings were indicative of direct and indirect effects of patience components on learning strategies. The components of Tolerance and Persistence negatively and significantly predicted Disorganization with a mediating role of Controllability. The patience components of Transcendence and Contentment negatively and significantly predicted Disorganization and positively and significantly predicted the learning strategy of Persistence and Effort with the mediating role of Alternatives. According to the results of this study, it is recommended that specialists in the field of learning and psychologists apply educational strategies of patience in order to help students use suitable learning strategies
Mohammad Bagher Akbarpour Zangalani; Hossein Zare; Mahmood Ekrami; Hamid Maleki
Abstract
The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying ...
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The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group; however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.
Salari Faramarz; Hosein Zare; Azam Fotovat
Volume 11, Issue 36 , July 2015, , Pages 151-177
Abstract
The aim of this study was to evaluate the effectiveness of educational programs based on Gardner's theory on the multiple intelligences of elementary school female students of the 4th grade. The research was an experimental one with the design of pre-test, post-test and a control group. The population ...
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The aim of this study was to evaluate the effectiveness of educational programs based on Gardner's theory on the multiple intelligences of elementary school female students of the 4th grade. The research was an experimental one with the design of pre-test, post-test and a control group. The population was selected from the school girls of the 4th grade in Isfahan (2011-2012). 30 students were selected by the way of multi-stage sampling and were randomly assigned to experimental and control group. Gardner's Multiple Intelligence questionnaire was the measuring instruments which their validity and reliability have also been approved. Obtained data were analyzed by using the statistical method of covariance analysis. Results showed that Gardner`s training program had a positive effect on the scores of visual-spatial intelligence, verbal-linguistic intelligence, musical- rhythmic intelligence, movement – physical intelligence, interpersonal intelligence except intrapersonal intelligence, and logic - mathematical knowledge of students participating in post- test of experimental group (P< 0/01). So, it can be concluded that Gardner`s training program is an effective method of intervention to increase multiple intelligence of students.
Hossein Zare'; Ahmad Alipour; Reza Rahimi
Volume 10, Issue 31 , April 2014, , Pages 61-80
Abstract
Objective: The present study aims to compare the cognitive styles used by female and male students of the fields of computer and human sciences in Qurveh town. Method: This was a causal-comparative (ex-post facto) research. Using multi-stage cluster sampling method, 152 subjects (including 76 girls and ...
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Objective: The present study aims to compare the cognitive styles used by female and male students of the fields of computer and human sciences in Qurveh town. Method: This was a causal-comparative (ex-post facto) research. Using multi-stage cluster sampling method, 152 subjects (including 76 girls and 76 boys) were selected from among all students of technical schools as well as high schools. The subjects were asked to complete the Group Embedded Figures Test (GEFT), Factorial Analysis of Variance Test, and the Kolmogorov Test. The data was analyzed using the Smirnov Test. Results: The results showed that there was a significant difference in cognitive styles between students of computer and human sciences, and also between male and female students. Cognitive styles of computer students and male students were respectively more field-independent compared to human sciences students and female students. But there was no significant interaction between gender and field of study on one hand, and cognitive styles on the other hand. Conclusion: The results of this study confirmed the theories proposed by Witkin (1981) and Geschwind-Behan-Galaburda (1982).
