ahmad alipur; vahideh saleh
Abstract
Background: The relationship between handedness, intelligence and cognitive abilities has been of interest of many researchers for a long time. Objective: The aim of this study is to compare intelligence (verbal and practical) and its subscales scores based on handedness between two groups, left and ...
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Background: The relationship between handedness, intelligence and cognitive abilities has been of interest of many researchers for a long time. Objective: The aim of this study is to compare intelligence (verbal and practical) and its subscales scores based on handedness between two groups, left and right-handed. Method: The sample comprised 120 graduate students who were randomly selected and measured by Edinburg's Handedness Inventory and Wechsler’s Adult Intelligence Scale. Results: test and Multivariate analysis of variance showed that there is significant difference between the left-handed and right-handed in overall intelligence score (t=2.63, P<0.05), verbal intelligence (F=61.13, P<0.01), three of verbal intelligence subscales (Information, Digit span and comprehension) and some of practical intelligence subscales (picture completion, picture arrangement, block design). The total and verbal intelligence of the left-handed is more than the right-handed. But, the practical intelligence (F=0.021, P>0.05) and its two subscales (Object Assembly and coding) did not differ significantly between the two groups. Conclusion:This research could create appropriate learning environments and sensitivity to the complexity and the combination of cognitive, psychological and neurological excelled in terms of learning and intelligence help.
mohamad asgari; seyedreza mirmahdi
Abstract
ackground: The relationship between self-concept and academic achievement has been much discussed in psychological literature. Study the effect of self-regulation strategies training on the self-concept and mathematic academic achievement has also been of researchers' concern. Objective: the aim of this ...
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ackground: The relationship between self-concept and academic achievement has been much discussed in psychological literature. Study the effect of self-regulation strategies training on the self-concept and mathematic academic achievement has also been of researchers' concern. Objective: the aim of this study was to determine the effect of self- regulation strategies training on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. Method: A sample of 69 students (including 2 classes), selected through multi-phase random selection, was assigned to both experimental and control groups. An Ahlovalia self-concept pretest was administered to both groups and the scores of mathematics from formative assessment during the first 45 days of the semester were considered as pretest scores. Then, the experimental group attended to self-regulation strategies training for 12 sessions, but the control group received no training. Finally, both groups were administered Ahlovalia self-concept post-test, and the scores of mathematics from formative assessment during the three months strategies training were considered as post-test scores mathematics. Results: The data were analyzed through MANOVA. The results showed that self-regulation strategies training significantly increased the self- concept and the mathematic academic achievement of the subjects at p=0/01 level. Also, self-regulation strategies training positively affected all sub-scales related to self-concept except the behavior subscale. Conclusion: training self-regulation strategies can be an appropriate action in order to increase students' self-concept and their mathematic academic achievement respectively
alimohamad safania
Abstract
Objective: The purpose of this study was to study the effect of 16 sessions teaching of principles and philosophy of physical education on philosophy mindedness of male and female college students of sport management and programming tendency. Method: 51 BA students (male and female) of Shomal University ...
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Objective: The purpose of this study was to study the effect of 16 sessions teaching of principles and philosophy of physical education on philosophy mindedness of male and female college students of sport management and programming tendency. Method: 51 BA students (male and female) of Shomal University with sport management and programming tendency participated in this study. The subjects were assessed by Philosophy Mindedness Questionnaire (Taleb-pour et al 1384). Results: The levels of philosophy mindedness and its two dimensions include “penetration” and “comprehensiveness” increased significantly after teaching of principles and philosophy of physical education. But, the dimension of “flexibility” didn’t change significantly. Conclusion: significant improvement in philosophy mindedness was markedly due to significant improvement in “penetration” and “comprehensiveness” dimensions. Also, significant effectiveness of teaching of principles and philosophy of physical education on philosophy mindedness improvement of students emphasizes the necessity of its teaching in managers’ management periods in sport organizations
bahman kord; mehdi mahdavi
Abstract
ackground: The Cognitive style is mainly peculiar to theoretical and academic descriptions with bipolar dimensions. These styles are composed of field dependent and field independent ones which are not constant but current. Objective: The present paper aims to clarify the relationship between the cognitive ...
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ackground: The Cognitive style is mainly peculiar to theoretical and academic descriptions with bipolar dimensions. These styles are composed of field dependent and field independent ones which are not constant but current. Objective: The present paper aims to clarify the relationship between the cognitive styles and students' performance in writing response and multiple-choice evaluations. Method: The research methodology is applied in its objective and descriptive in data collection. The target population of this study comprised all students of Mahabad Islamic Azad Universit in the academic year of 1387-88. Among them, 280 have been selected by faculty and sex through stratified random sampling. In connection with the cognitive style, EFT, the learning styles questionnaire has been used to collect the required data and for the students' performance measurement in multiple-choice and writing response evaluations the two parallel forms, quadruple response form and writing response form have been employed. Results: The results revealed that there is a positive and direct relationship between field independent cognitive style and the students’ performance in writing response evaluation, but there is no relationship between field dependent cognitive style and the students’ performance in multiple choice evaluations. Also, there is a significant difference between students from such fields as human, basic, agricultural, and technical sciences due to learning styles. Finally there was a positive relationship between the male and female students’ learning styles. Conclusion: Cognitive styles (field independency and field dependency) should be considered while assessing students' academic performance using multiple-choices and writing response tests
bahramali ghanbari; alireza moghadas
Abstract
ackground: The emotional intelligence is stating quality and comprehension of fillings and ability to manage (control) the temper well. Indeed, this intelligence consists of identifying one's fillings and those of others and using it to adopt suitable decisions in life (Gravers, 1999). Objective: The ...
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ackground: The emotional intelligence is stating quality and comprehension of fillings and ability to manage (control) the temper well. Indeed, this intelligence consists of identifying one's fillings and those of others and using it to adopt suitable decisions in life (Gravers, 1999). Objective: The present research intends to compare emotional intelligence of orphanage children with ordinary children. Method: The research society was all the ordinary and orphanage girls of age ranged 12-18 years- old in Mashhad city. The number of subjects to be tested was 100 from which 50 people were ordinary children and 50 people were orphanage children. The research instrument was EQ-I questionnaire. Results: The results showed that there is a significant difference between orphanage and ordinary children in the elements self-consciousness, self- flexibility, and responsibility as the elements of emotional intelligence. So that, the ordinary children own higher intelligence over orphanage children significantly and experience better sympathy relations over orphanage children. Conclusion: These findings may have some implications regarding assessing and comparing the emotional intelligence of orphanage and ordinary children which will be discussed in this paper.
alireza moghaddas
Abstract
ackground: During the past recent years, the issues of social and communication skills and their training and using have been given great attention in the West, while centuries ago Loghman Hakim expressed a series of advices and instructions which are, as interpreted today, among the most evident and ...
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ackground: During the past recent years, the issues of social and communication skills and their training and using have been given great attention in the West, while centuries ago Loghman Hakim expressed a series of advices and instructions which are, as interpreted today, among the most evident and prominent examples of social skills training. In the Holy Koran, too, there is a chapter in the Holy Koran entitled “Loghman” which provides a number of advices given by Loghman Hakin to his son. In the present study, those sayings of the sage which conform to the foundations of social skills have been extracted and analyzed. Objective: The purpose of this study is to investigate the foundations of social skills from the viewpoint of Loghman Hakim. Method: This study is a library research which made use of note-taking for the purpose of data collection. The advices and instructions were analyzed by means of content analysis. Based on the findings of this study, the bases of Loghman's advices and instructions, even centuries after his death, confirm to the foundations of social skills instruction completely and comprehensively. Such bases briefly include gratitude, patience, contentment, love of knowledge, respect for the great and scholars, foreseeing and refraining from negligence, silence and leashing the tongue, using proper and timely words, moderation and refraining from going to extremes, avoiding ignorant people, keeping the company of scholars, chastity in asking, confidentiality, frankness, compassion, benevolence, good temperament and good faith, avoiding anger and rage, Results: The findings showed that the concept of social skills in Loghman's advices and instructions is based on establishing and forming a proper relationship with others whereby one can achieve their goals without ignoring the rights of others. Conclusion: Based on these results, we can consider social skills and ways to increase it from Loghman Hakim's viewpoint
sonia musaramazani
Abstract
Background: Today, can we overcome the limitations of time and place by using modern communication technologies. Realizing this fact, new educational systems, such as distance education system is an important issue. Objective: The aim of this research is to study the effects of multimedia and lecturing ...
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Background: Today, can we overcome the limitations of time and place by using modern communication technologies. Realizing this fact, new educational systems, such as distance education system is an important issue. Objective: The aim of this research is to study the effects of multimedia and lecturing teaching methods on achievement motivation (internal and external motivation) of students Arabic (3) course of a distance education centers in Tehran. Method: The research statistics society is consisted of total girls' students on third grade human sciences of a distance education center in Tehran in the academic year of 1388-89. In order to select the desired sample, we used the multi-step cluster randomly sampling way. The amount of sample's number was 30 people, who was grouped into two 15 groups randomly. Then, one group was taught with multimedia method and the other, was taught by lecturing method. We evaluated the achievement motivation (internal and external) in two groups by Verland Test (1991), and then the obtained results were analyzed applying the covariance analyze test. Results: The result of this research indicated that, there was no meaningful difference between the degrees of achievement motivation in these two groups. Also, the obtained results indicated that there was no meaningful difference between the both groups, but in the level of sub- segments scales of internal motivation for doing the after of (development) and the internal motivation to figure out, there was a meaningful difference. While, there was no meaningful differences between the both groups, in the level of internal motivation scale to test the effect. Conclusion: It is suggested to apply appropriate teaching methods to increase the level of achievement motivation in students.
