روانشناسی یادگیری
Kamran Sheivandi choliche; Parisa Ebadi; maziar shakarami
Abstract
This research was carried out with the aim of developing a model of parent-child relationship based on psychological distress and Social Anxiety with the mediation of mindfulness in teenage students, which was applied in terms of purpose and descriptive in nature. The statistical population included ...
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This research was carried out with the aim of developing a model of parent-child relationship based on psychological distress and Social Anxiety with the mediation of mindfulness in teenage students, which was applied in terms of purpose and descriptive in nature. The statistical population included teenagers in Tehran. The statistical sample was equal to 300 people who were selected from five regions of Tehran. Sampling was done as a cluster and the questionnaires were completed using an internet survey. Research tools included the Kessler (2002) psychological distress, Fine, Moreland and Schaubel (1983) parent-child relationship, Walach et al (2006) mindfulness, and corner (2000) Social Anxiety questionnaire. Structural equation model was used for statistical analysis. The findings showed that the standard coefficient of the psychological distress and Social Anxiety with parent-child relationship in adolescents was -0.43 and -0.17, which indicated the significance of these relationships. But on the other hand, mindfulness had a mediating role in the standard relationship between psychological distress and Social Anxiety with the parent-child relationships in adolescents. According to the mediating role of mindfulness in explaining the relationship between damaging variables and parent-child relationships, psychologists and counselors can provide adolescent students with group and individual sessions in order to reduce the effects of psychological and social problems on the life of adolescent by pay special attention to mindfulness.
Kamran Sheivandi; forough khalili
Abstract
The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population ...
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The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population of this study included all the children with special learning disabilities referred to the center of district of Tehran in 2018-109, 45 children with special learning disabilities were considered as the sample size in two experimental groups (each group of 15 child) and control (15 child). The experimental groups underwent brain-based learning (8 sessions 60 minutes) and executive functions training (20 sessions 60 minutes), but the control group received no training. To collect data Colorado learning difficulties questionnaire of Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington (2011) and meta-memory scale of Esnaashari, HoseinChari, Jowka, Fooladchang, Khormaei (2018). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (multivariable analyze of covariance and Bonferroni). Results: The results showed that both of the brain-based learning and executive functions training used in this study can significantly improve the meta-memory in children with special learning disabilities. But the brain-based learning has a greater impact on the meta-memory in children with special learning disabilities. Conclusion: Based on the results of this study, brain-based learning and executive functions training are effective interventions on meta-memory in children with special learning disabilities, but the effect of the brain-based learning was greater.
