روانشناسی یادگیری
Malihe Ahmadi; Kianoosh Hashmian; Fariborz Dortaj; Khadijeh Abolmaali Alhosseini
Abstract
The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test ...
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The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test with an experimental group and control group and a one-month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subjects were selected and randomly assigned to the two experimental groups and one control group. The first experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA) was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduced the negative problem attitude, the avoidance style, and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. However, there was no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.
روانشناسی یادگیری
Shila Soleymani; Khadijeh Aliabadi; Esmaeil Zaraii Zavaraki
Abstract
The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-tests. The statistical sample was selected ...
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The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-tests. The statistical sample was selected as available by the random replacement for all students in the Aladdin Center in Mashhad in the two academic years from 2018 to 2020 with 220 students. To collect data, the questionnaire of Fisher et al (2001) was first administered to the experimental and control groups as a pre-test. Then, English grammar was taught to the control group under flipped teaching patterns and to the control group through the traditional method. In the end, a post-test was performed on both groups. To determine the validity and reliability of the study Cronbach's alpha coefficient (α), to check the normality of the study population repeated measures, and to answer the research questions sample t-test was used. Findings showed that the use of flipped learning patterns had an effect on the desire for learning and self-control but had no effect on self-management. Regarding the results, it can be argued the value and acceptability of the pattern are effective in self-directed learning at different higher education levels and have improved teaching and learning.
روانشناسی یادگیری
Hossein Naderipour; Abolghasem Yaghoobi; Rasool kord Noghabi; Shahryar Yarmohammadi Vasel
Abstract
The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population ...
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The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size, 420 students were selected using the multistage cluster random sampling method. The instruments for data gathering included an academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), an academic mindfulness questionnaire, a fear of self-compassion scale (Gilbert et al., 2011), an academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect on academic engagement. Moreover, the results showed that academic mindfulness mediated by fear of self-compassion, academic wising and core self-evaluations had a significant effect on academic engagement. In this study, the effect of variables mentioned on student's academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain academic engagement.
روانشناسی یادگیری
Leila Sadeghi; Masoud Gholamali Lavasani Gholamali Lavasani; Salar Faramarzi; GholamAli Afrooz Afrooz
Abstract
The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, ...
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The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, the content of books and articles was analyzed in terms of components related to academic self-confidence. In this study, educational components were first extracted, then they were classified in the form of basic content, main component and secondary component. The academic self-confidence educational package is based on 6 comprehensive themes including: academic vitality (with themes that create motivation and academic involvement), academic self-efficacy (with themes that create a sense of competence and self-confidence), self-regulation (with themes that create self-awareness), self-monitoring, purposefulness, self-management and the use of effective learning strategies), scientific thinking (with the themes of critical thinking, creative thinking and cognitive flexibility), executive skills (with the themes of planning and organization, attention control and concentration, problem solving, and resilience) were formulated with the constructive themes of stress management, emotion management, adaptation and positive interactions and self-care. The educational self-confidence training model obtained can be used in the formulation of the intervention for the education of students with specific learning disorders, along with other existing interventions.
Mojtaba Jahanifar; Fatemeh Dehghani
Abstract
Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes ...
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Academic competence beliefs, including self-concept and self-efficacy, are effective predictors of educational outcomes. Of course, there is little knowledge about the role of these beliefs in science. So far, no structural relationship between competence beliefs and educational antecedents and outcomes has been studied for science in Iran. The present study investigated those relationships using structural equation modeling for 920 Iranian students. The results showed that the correlation between academic self-efficacy and academic self-concept in science is equal to 0.47, which indicates the separability of academic competence beliefs factors in science. science academic self-efficacy was more strongly influenced by the inquiry learning opportunities as an antecedent. The science academic self-concept was a better predictor of future-oriented motivation and career aspirations, while self-efficacy is a better predictor of students' current abilities in science. Inquiry-based educational class activities, positive and personal feedback provided by science teachers, and creating opportunities for students to participate in laboratory experiences can help strengthen academic competence beliefs in science. We propose the science educational design according to constructivism, the development of hands-on activities in schools, and the design of participation-based classroom activities by science teachers, in order to strengthen students' academic self-concept and self-efficacy. This reinforcement will have consequences such as the development of scientific literacy and the creation of positive career aspirations and motivations.
Parviz Shrifi daramadi; Fatemeh Ghasempoor
Abstract
The purpose of the present study is to identify the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in the first high-school female students in Tehran. Due to the semi-experimental method of the present study, the statistical population of all high school ...
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The purpose of the present study is to identify the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in the first high-school female students in Tehran. Due to the semi-experimental method of the present study, the statistical population of all high school students in Tehran was a sample of 30 people randomly in two groups of control (15 persons) and the experimental group (15 persons). The sample size was selected from the targeted sampling method and the samples were included in the two groups of control and experimental group based on the score of the Rumination Questionnaire Nollen Hoeksema and Moro (1991) and exam anxiety Questionnaire Abolghasemi et al (1375) and the experimental group was trained during eight ninety-minute sessions of mindfulness intervention based on cognitive therapy. Data were analyzed using covariance analysis. The results showed that cognitive therapy-based mindfulness training is effective in dealing with rumination and exam anxiety in the first high school students in Tehran and the significant level of rumination and less exam anxiety. It is 0/05, so this shows that there is a significant difference between the two groups of control and experimental in the amount of rumination and test anxiety. Cognitive therapy-based mindfulness training with an effect size of 0/675 reduced rumination and reduced exam anxiety by an effect size of 0/572. Therefore it can be used as an effective intervention.
روانشناسی یادگیری
Maryam Aghaie meybodi; Azadeh Choobforoushzadeh; Yasser Rezapour
Abstract
The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) ...
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The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.
روانشناسی یادگیری
Tahereh Mahbobian; fariborz nikdel
Abstract
The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. The research method was descriptive, based on the correlation model, from the path analysis type. The statistical population included all students of ...
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The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. The research method was descriptive, based on the correlation model, from the path analysis type. The statistical population included all students of Yasouj University in the academic year of 2021-2022, that from this population, 360 students were selected by using the multi-stage cluster sampling method and applied to the working memory questionnaires of Daneman and Carpenter (1980), the progress goals of Midgley et al. (1998), and the affect scale of Watson et al. (1988). The evaluation of the proposed model was investigated through path analysis and mediating relationships in the proposed model using the bootstrap method. Findings related to the direct effects of achievement goals on memory performance showed that mastery goals have a direct and significant effect on memory performance and direct effects of performance goals and objectives. Avoidance on memory performance was not significant. The results also showed that negative affect had a direct and significant effect on memory performance but the direct effect of positive affect on working memory performance was not significant. Findings related to indirect relationships also showed that mastery goals and avoidance goals through positive and negative affects have a significant indirect effect on working memory performance, but the indirect effect of functional goals through positive and negative affects on working memory performance was not meaningful. Finally, the results showed that the proposed model fits the data. Therefore, affect-mediated mastery and avoidance goals have an indirect effect on working memory performance, it is suggested to pay more attention to the type of goal that people choose and the emotions affected by it in order to improve working memory performance.
