Abolghasem Yaghoobi; fereshteh motaharifar; mahya hosseini
Abstract
The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota ...
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The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.
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.
Mandana Sajjadi; Hossein Salimi
Abstract
War, as a significant phenomenon of international politics, is an unpleasant collective experience that can contaminate the fabric of society and leave an undesirable legacy for future generations. This study aimed to evaluate whether intergenerational transmission of war trauma influenced empathy capacity ...
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War, as a significant phenomenon of international politics, is an unpleasant collective experience that can contaminate the fabric of society and leave an undesirable legacy for future generations. This study aimed to evaluate whether intergenerational transmission of war trauma influenced empathy capacity and war-mongering among the next generation. The subjects of this study included 182 people born in the 80s and 90s (the first generation of the Iran-Iraq war survivors) whose parents had different experiences in war. A mixed questionnaire was distributed to assess the severity of war trauma experienced by parents from children's perspectives. To assess empathy capacity and belligerent attitude, the participants also completed warmongering and interpersonal reactivity questionnaires. Quantitative data were analyzed using correlation analysis and linear regression analysis, while qualitative data were analyzed using content analysis. Researchers found a significant link between the severity of parents' traumatic experiences of war and their children's cognitive capacity for empathy. In other words, the more painful their experiences of war were, the lower the cognitive capacity of empathy their children had. Furthermore, children's belligerent attitude was not significantly influenced by the severity of their parents' war trauma.
Fateme Mazaheri Tehrani; Saeid Ghanbari; Jalil fathabadi; omid shokri; Masoud Sharifi
Abstract
Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model ...
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Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model of emotional problems in children with learning disorders. To achieve this goal, 18 parents of children with learning disorders and 10 specialists in the field of treatment of learning disabilities participated in semi-structured interviews and the interviews were analyzed by thematic analysis. Based on the concepts extracted from the text of the interviews, 71 centralized codes and 15 basic categories were placed under 2 underlying themes (internal and external sources of vulnerability). It seems that since the emotional problems of children with learning disabilities play a major role in their quality of life and education, interventions for these children require comprehensive attention to the context in which they are immediately involved
Reza Kamali mohajer; Keyvan Salehi; Ali Moghaddamzade; Fateme Jafari
Abstract
As one of the leading factors shaping students’ conduct, school climate can make a significant contribution to creating happiness within schools and spreading it to the society. The present study was an attempt to identify the signs of a happy school structure based on students' perception of happy ...
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As one of the leading factors shaping students’ conduct, school climate can make a significant contribution to creating happiness within schools and spreading it to the society. The present study was an attempt to identify the signs of a happy school structure based on students' perception of happy school. The Primary schools across Tehran city served as the field of study. The participants were selected through criterion sampling method. Data saturation was achieved in the 14th interview. The present qualitative article falls into the category of descriptive phenomenological studies. Semi-structured interviews and students' essays were used for data collection purposes. The collected data were analyzed through Colaizzi's seven-step method. "Code inspection and review "," eliciting and verifying the opinions of research fellows ", and "long-term immersion" were used in order to increase dependability, verifiability, reliability and accuracy of the data. The findings led to identification of 32 signs, 8 sub-themes and 3 themes namely "executive-management theme", “the school climate theme" and the “psychological factors theme". The Identified themes contribute to in-depth perception and accurate identification of happy school signs in field studies of schools. According to the results, it can be concluded that students’ expectations of happy schools bears no comparison to the existing state of schools, therefore, it is increasingly important to consider immediate revisions and take premeditated measures to improve schools climate and move towards happy schools.
Aref Keshtgar; Mitra Rastgoumoghadam; Mohammad Hossein Salarifar
Abstract
The aim of this study was to comparison of the level of working memory in elementary students with developmental dyslexia of perceptual type, linguistic type and normal type in reading. The research method was descriptive causal-comparative. This study included three statistical populations of elementary ...
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The aim of this study was to comparison of the level of working memory in elementary students with developmental dyslexia of perceptual type, linguistic type and normal type in reading. The research method was descriptive causal-comparative. This study included three statistical populations of elementary male students in the third and fourth grades with dyslexia of perceptual, linguistic and normal type in reading in Mashhad in the academic year of 2019- 2020 that 15 sample people were selected from each statistical population. Samples for the first and second populations were purposefully selected and samples for the third population were selected by cluster random sampling.The research instruments were Raven IQ tests (1956), Poure Etemad Persian reading assessment (2001), Kim Karad visual task (1945) and Wechsler direct and inverse memory(1945). Data were analyzed by multivariate analysis of variance. The results showed that the level of working memory in the three groups was significantly different (P0.001). The level of performance of the two dyslexic groups in the variables of phonological circle, visual-spatial plate and central performer was significantly lower than normal students. Also, the level of performance of linguistic dyslexic students was significantly lower than perceptual dyslexia in the phonological circle variable and no significant difference was observed between perceptual dyslexic students and linguistic dyslexic students in other variables. Therefore, based on the findings by strengthening working memory, dyslexic's reading performance can be increased. Also, since linguistically dyslexic students have defects in the phonological circle, they need to be specifically rehabilitated in this regard.
farah Mamlekat Dust; REAZ PASHA; saeed Bakhtiarpoor; Marzieh Talebzade Shoushtari
Abstract
AbstractThe main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 ...
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AbstractThe main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 qualified students with learning disabilities who referred to learning disabilities centers between years 1397-1398 in Tehran were selected through available and purposeful sampling methods and were assigned in motor perceptual experimental group (n=20) and the control group (n=20). The follow-up stage was also performed one month after the test. To complete the data, IQ test questionnaires (Wechsler, 2003), math learning disorder (Conley, 1988) and standard test anxiety questionnaire (Sarason, 1957) were used. SPSS software was used to analyze the data. Findings of the statistical tests of multivariate analysis of covariance in the groups of motor perception and control training in the post-test and follow-up stages show that these groups are significantly different from each other in at least one of the dependent variables. Thus, in both of these stages, there is a significant difference in the variables of math disorder and test anxiety between the groups of motor perception training and control indicating the continuation of the effect of motor perception training in the experimental group. Therefore, it can be concluded that motor perception training is used to reduce math disorders and test anxiety in students.
Sharareh Ashayeri; Morteza Omidian; Ali Reza Haji yakhchali
Abstract
Objective: This study aimed to investigate the effect of a program based on the approach of mindset growth to mathematical performance in fourth-grade female students in Kermanshah.Method: The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The ...
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Objective: This study aimed to investigate the effect of a program based on the approach of mindset growth to mathematical performance in fourth-grade female students in Kermanshah.Method: The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The study's statistical population was all second-year elementary school students in Kermanshah in the academic year 1401-1400, in which a total of 60 students were selected by multi-stage random sampling method and randomly divided into two groups of experimental and control. The experimental group underwent 7 sessions of training based on the mindset growth approach. While the control group did not receive any intervention. To measure the variables, Dweck’s (2000) mental test questionnaire and math test were performed in both groups and the data obtained from the pre-test and post-test were analyzed using a univariate analysis of covariance.Results: Analysis of covariance showed that the approach to mindset growth increased students 'math scores compared to the control group in the post-test (P <0.001).Conclusion: It seems that the mindset growth approach can be used in schools and educational centers to increase student's mathematical performance
روانشناسی یادگیری
seyyed mehdi sarkeshikiyan; Zahra Jamebozorg
Abstract
Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence ...
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Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence correlations in internal and external empirical evidence is explained. The type of study is applied and qualitative and research synthesis method and meta-combination technique were used. The scope of research articles is between 2005 and 2020 for foreign research and 1390 to 1400 for domestic research. Using the integration approach and Sandlowski and Barroso (2007) model, 170 articles were selected and 70 final articles were selected after evaluation criteria. Findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational, family, individual, sociological, psychological, occupational, mood and physical correlations are related to spiritual intelligence in internal and external empirical evidence. Conclusion: Spiritual intelligence can be effective in different aspects of people's lives by providing effective contexts found in research
