روانشناسی یادگیری
Hourieh Bagheri; fariborz dortaj; esmaiel sadipour; Hassan Asadzadeh
Abstract
This research was conducted with the aim of developing and validating the educational package of brain- compatible learning based on Cain's theory and its effectiveness on the academic engagement of elementary school girls. The statistical sample in order to validate the training package produced included ...
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This research was conducted with the aim of developing and validating the educational package of brain- compatible learning based on Cain's theory and its effectiveness on the academic engagement of elementary school girls. The statistical sample in order to validate the training package produced included 15 experts who have expertise in the subject of brain-compatible learning, who were selected in a purposeful way. The statistical sample in the quantitative section was 40 elementary school students in Tehran's 2nd district, who were selected by multi-stage sampling method. The research tool included the academic engagement questionnaire (Reeve, 2013). This questionnaire was taken from two experimental and control groups before and after the implementation of the educational package as a pre-test, post-test and follow-up after 3 months. Statistical analysis in the quantitative section was performed using covariance analysis in SPSS25 software. The results in the qualitative part showed that the brain-compatible learning package based on Caine's theory has a good validity. In quantitative part, the results of the multivariate covariance analysis test showed that the average academic engagement of the group receiving brain-compatible learning training based on Caine's theory was higher than the students in the control group (sig = 0.001). The effect of this educational intervention was stable after three months. Therefore, the educational package of brain -compatible learning based on Cain's theory was effective on the academic engagement's elementary girl students and can be an effective and practical tool in order to create meaningful learning and academic performance of female students.
روانشناسی یادگیری
Hamid Reza Maghami; Fatemeh Dehghani; yusef mahdavi nasab
Abstract
The purpose of this research is to investigate the effect of using digital educational games (multi-user and single-user) on the speed of information processing and the transfer of learning mathematics in fourth grade female students.The current research method is a quasi-experiment with a pre-test-post-test ...
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The purpose of this research is to investigate the effect of using digital educational games (multi-user and single-user) on the speed of information processing and the transfer of learning mathematics in fourth grade female students.The current research method is a quasi-experiment with a pre-test-post-test design with a control group. For this purpose, the processing speed test (ZVT) and the mathematical researcher-made test were performed on all three groups of students to measure learning transfer. The experimental groups each played one of the educational game Penguin Jump and the educational game Tricks Workout Math for eight one-hour sessions. The difference between the two groups The test is based on the characteristics and type of selected games, so that one of the test groups is the educational game Penguin Jump, which is a multi-user game (human-to-human interaction) that is used online; for the second test group, the educational game Tricks Workout Math, which is a single-user game (human-to-human interaction). computer) and is used offline was presented.Results: The F ratio of analysis of covariance was obtained for learning transfer (P<0.05 and F=19.03) and for information processing speed (P<0.05 and F=8.28). These findings show that there is a significant difference in dependent variables including information processing speed, transfer of learning between test groups and testing. Conclusion: The results showed that both digital educational games (single-user and multi-user) have been effective in improving the speed of information processing and transfer of learning mathematics in fourth grade female students.
Mahdi Khanjani; MARYAM ALSADAT LARIJANIAN; Ahmad Borjali
Abstract
This study aimed to determine the effectiveness of Adler-Dreikurs approach parenting education on empathy and courage in Zahra Mardani 2 girls elementary school students. A quasi-experimental pretest-posttest control group design was used. The statistical population included mothers of Zahra Mardani ...
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This study aimed to determine the effectiveness of Adler-Dreikurs approach parenting education on empathy and courage in Zahra Mardani 2 girls elementary school students. A quasi-experimental pretest-posttest control group design was used. The statistical population included mothers of Zahra Mardani 2 elementary school children who were students in Tehran, 2019-2020 school year. convenience sampling was used. A sample of 30 mothers from one school who met the study criteria were selected. They were randomly assigned to the experimental and control groups and responded the Alizadeh et al. (2015) social interest questionnaire. The experimental group participated in a 10-session, 60 minutes course containing Adler-Dreikurs approach parenting education. At the end, both the groups were post-tested. All the training and testing were done virtually. Data were analyzed using SPSS. The ANCOVA showed that the levels of empathy and courage of the experimental group were significantly different from the control group at the post-test stage with levels of 0.001 and 0.011, respectively. Considering the higher mean scores of the experimental group in the post-test, it can be concluded that Adler-Dreikurs approach parenting education had a significant effect on empathy and courage in children and increased these components in them. Finally, it can be concluded that parenting education with the Adler-Dreikurs approach leads to a change in parents' attitudes towards how they deal with their children, which results in learning new behaviors and changing parents' behaviors towards their children, and increasing empathy in children.
روانشناسی یادگیری
Zahra Hojati Ghalati; Fariborz Nikdel; Mohammad Reza Firouzi; Sara Taravian
Abstract
The purpose of this study was to investigate the mediating role of moral sensitivity in the relationship between positive perfectionism and academic dishonesty among university students. The target population included all students at Yasouj University, from which a sample of 365 students was selected ...
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The purpose of this study was to investigate the mediating role of moral sensitivity in the relationship between positive perfectionism and academic dishonesty among university students. The target population included all students at Yasouj University, from which a sample of 365 students was selected using multi-stage cluster random sampling. Participants completed the Positive Perfectionism Questionnaire (Terry-Short et al., 1995), the Moral Sensitivity Questionnaire (Narvaez, 2001), and the Academic Dishonesty Questionnaire (McCabe & Treviño, 1996). Structural equation modeling was employed to test the proposed model. The results indicated that the model had a good fit with the data. Regarding the direct effects, the findings indicated that positive perfectionism had a significant positive impact on moral sensitivity and a significant negative impact on academic dishonesty. Moreover, moral sensitivity did not have a significant effect on academic dishonesty. Additional findings revealed that moral sensitivity did not play a mediating role in the relationship between positive perfectionism and academic dishonesty. Overall, the findings emphasize the importance of positive perfectionism and moral sensitivity in reducing academic dishonesty. It is therefore recommended that strategies aimed at fostering positive perfectionism be implemented to enhance students' moral sensitivity and, in turn, decrease academic dishonesty
روانشناسی یادگیری
Mohammad Hassan Aghaei; Mohammadbagher Hasanvand; Ali Tari
Abstract
The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling ...
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The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling approach. The statistical population included all middle school students with learning disabilities in Tehran in 2024. A multi-stage cluster sampling method was used: the city was randomly divided into four clusters (North, South, East, and West), 15 schools were selected from each district, and four classes from each school were chosen. Based on DSM-IV criteria and checklists for mathematics, reading, and writing, approximately 300 students with learning disabilities were identified. From this group, 170 students were randomly selected for the study. Data were collected using validated questionnaires whose reliability and validity had been confirmed in previous studies. In this study, face validity and Cronbach's alpha method were also used to ensure the reliability and validity of the instruments. The findings indicated that executive functions have a direct impact on intrinsic and extrinsic motivation. Additionally, the results showed that both depression and anxiety negatively affect intrinsic and extrinsic motivation. These findings highlight the importance of executive functions in academic motivation and emphasize the negative impact of depression and anxiety on reducing academic motivation among students with learning disabilities.
روانشناسی یادگیری
fatemeh behjati ardakani; Fatemeh Hosein poorzad; Azade Choobforoushzade
Abstract
The present study aimed to investigate the effectiveness of process and product mental simulation on cognitive flexibility, academic procrastination, and academic performance of second-year high school students. This study was a quasi-experimental study with a pre-test-post-test design with a control ...
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The present study aimed to investigate the effectiveness of process and product mental simulation on cognitive flexibility, academic procrastination, and academic performance of second-year high school students. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study included all second-year high school students in Badrud in 2024, from which 30 people were selected using a non-random sampling method. Then, the subjects in the experimental group received 8 one-hour sessions of training on the process and product mental simulation protocol. The cognitive flexibility questionnaires of Dennis and VanderWaal (2010), academic procrastination of Solomon and Rothblom (1984), and academic performance of Taylor and Pham (1999) were used to evaluate the subjects. The collected data were analyzed using multivariate analysis of covariance using SPSS-27 software. The research findings showed that process and product mental simulation had a positive and significant effect on cognitive flexibility and academic performance of second-year high school students (P<0.05). However, this intervention did not have a significant effect on academic procrastination in this group of students (P<0.05). It was concluded that the process and product mental simulation training program can be used as a beneficial intervention to improve cognitive flexibility and academic performance of second-year high school students.
روانشناسی یادگیری
kamran balesini; Bahman Kord; Arazoo Shomali Oskoei
Abstract
The purpose of this study was to structural equation modeling prediction of academic dishonesty based on implicit beliefs of intelligence with mediating role of moral identity in students in Tehran city. This study was conducted in the presence of 500 people by available sampling method among high school ...
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The purpose of this study was to structural equation modeling prediction of academic dishonesty based on implicit beliefs of intelligence with mediating role of moral identity in students in Tehran city. This study was conducted in the presence of 500 people by available sampling method among high school students in Tehran city in year academic 1400-1401. To measure the variables, academic dishonesty scale of Witherspoon and et al (2010), implicit theory of intelligence scale of Abd-El-Fattah and Yates (2006) and moral identity questionnaire of Black and Reynolds (2016) were used. Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated. The results showed that there is significant relationship between implicit beliefs of intelligence and moral identity with procrastination (P <0.01). The results also showed that most of the direct paths of this study were significant and the indirect paths of implicit beliefs of intelligence were significant through the mediating role of moral identity on academic dishonesty. Also, proposed model had an acceptable fitness to the data (RMSEA=0/073, P-value<0/05) and evaluated model has a good fit and is an important step in identifying the factors that are effective in academic dishonesty in high school students in Tehran city.
روانشناسی یادگیری
monir mosavar; yasamin abedini; azam esfijani
Abstract
The present study aimed to examine the relationship between metacognitive skills and emotional creativity among in-person and online postgraduate students at the University of Isfahan. Employing a descriptive-correlational design, the statistical population comprised all master’s level students ...
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The present study aimed to examine the relationship between metacognitive skills and emotional creativity among in-person and online postgraduate students at the University of Isfahan. Employing a descriptive-correlational design, the statistical population comprised all master’s level students enrolled in both modalities at the university. A total of 235 participants were selected, including 83 online students recruited via a census approach and 152 in-person students selected through stratified sampling with proportional allocation. Data were collected using the Metacognitive Skills Questionnaire (Wells, 1997) and the Emotional Creativity Inventory (Averill, 1999). Statistical analyses involved the Kolmogorov-Smirnov test for normality, Pearson’s correlation coefficient, multiple regression analysis, and independent samples t-tests. The results revealed statistically significant correlations between all dimensions of metacognitive skills and emotional creativity across both student groups (p ≤ .05). In the online cohort, however, only specific subcomponents of metacognitive skills demonstrated significant associations with emotional creativity. Furthermore, meaningful gender-based differences were observed in both metacognitive functioning and emotional creativity.
روانشناسی یادگیری
leila mirzaei; maryam Beikkormizi; leili golizade; Mahboobeh mirzaei
Abstract
The current study aimed to review the effectiveness of problem-solving skills training on anxiety within the framework of meta-analysis. The statistical population of this meta-analysis included available research related to the effectiveness of problem-solving skills training on anxiety in computerized ...
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The current study aimed to review the effectiveness of problem-solving skills training on anxiety within the framework of meta-analysis. The statistical population of this meta-analysis included available research related to the effectiveness of problem-solving skills training on anxiety in computerized databases in Iran, such as the Scientific Information Database (SID), the National Journal Database (Magiran), Noor specialized magazine website (Noor Mags) between the years 2000 to 2022, as well as foreign scientific databases such as Science Direct, PubMed, and Google Scholar, which were published between 2000 and 2022. Based on the criteria defined for the inclusion and exclusion of primary studies, 21 effect sizes out of 22 primary studies were reviewed and analyzed using CMA software. The overall effect size was assessed according to Cohen's d criterion, indicating a positive effect of problem-solving skills training on anxiety. Since the problem-solving training method leads to the improvement of clinical skills, and reduction of anxiety and stress, it is suggested to include problem-solving skills training in the school curriculum.
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