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.
روانشناسی یادگیری
Abolghasem Yaghoobi; Hossein Naderipour; mosaieb yarmohamadi vasel; Hossein Mohagheghi
Abstract
Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, ...
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Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, Need for Cognition and Psychological Capital in the students. Research method was descriptive-correlational. Statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2016-2017. Students 375 were selected by multiple cluster sampling method using Krejcie and Morgan table. The instruments for data gathering included, Mindful attention awareness scale (Brown & Ryan), Need for Cognition scale (Cacioppo, Petty & Kao), Ryff Psychological Well-being scale and Luthans Psychological Capital questionnaires. The data was analyzed with Pearson correlation and multivariate regression using. Results showed that Psychological Well-being had a significant positive correlation with Psychological Capital(R=0.730؛ P<0.001), Need for Cognition(R=0.505؛ P<0.001) and Mindfulness(R=0.382؛ P<0.001). Meanwhile Mindfulness, Psychological Capital and Need for Cognition predict 56% of Psychological Well-being variance. Given that Mindfulness, Need for Cognition and Psychological Capital variables were significant predictors of Psychological Well-being in students, creating and fortifying such capacities can promot Psychological Well-being of students.