Showing 27 results for Type of Study: Applicable
Mehdi Jahani, Mohammad Nasehi, Mehdi Tehrani-Doost, Mohammad Hossein Harirchian, Mohammad-Reza Zarrindast,
Volume 10, Issue 1 (5-2022)
Abstract
Multiple sclerosis is a de-myelinating inflammatory condition of the central nervous system that is often thought of as an autoimmune disorder. These patients suffer from extensive cognitive impairments such as poor attention and concentration and memory and processing speed; Therefore, the aim of this study was to investigate the anodic effect of direct cortical electrical stimulation (tDCS) on sustained attention performance in patients with multiple sclerosis (MS) in a pretest-posttest design with a control group. For this purpose, 32 patients with MS were selected using available sampling method and randomly assigned to experimental and control groups. The intervention consisted of 10 sessions of direct electrical stimulation during which patients were divided into two groups, one group received real stimulation and the other group received sham stimulation or sham. The research instruments were the use of RTI and RVP subtests in CANTAB test. Data analysis was performed based on independent and dependent t-test to compare pre-test and post-test scores in experimental and control groups. The results showed an improvement in sustained attention and processing speed in the experimental group at a significant level of 0.05. Therefore, we conclude that transcranial electrical stimulation of the brain improves sustained attention deficit and speed of response in patients with MS.
Mss Tina Najafpour, Dr Azadeh Choobforoushzadeh, Dr Azra Mohammadpanah Ardakan, Miss Majede Khosravi Larijani,
Volume 10, Issue 2 (10-2022)
Abstract
Based on the importance of various aspects of growth and development in students, including physical, cognitive, emotional and social, in the formation of their personality, the purpose of this study was to examine the effectiveness of intervention based on the theory of mind on aggression and empathy in children. The statistical population of this semi-experimental study was all about 8-12 year old elementary students from Tehran during the academic year 2019. The sample size consisted of 30 students selected through available sampling and randomly assigned to two experimental and control groups. Data were collected by Buss & Perry` aggression measurement questionnaire and Children's Empathy-Analysis Questionnaire and analysis are analyzed by the covariance analysis test. The findings showed that intervention based on the theory of mind on reducing the aggression and empathy improvement in students is significant (P≤0/05) and Intervention improved empathy as well as aggression with an impact rate of 68% and 82.4% respectively. Therefore, the intervention based on the theory of mind can increase Children's social skills by increasing their ability to understand the feelings and thoughts of others.
Hamid Khanipur, Mobina Radfar, Maedeh Pour Torogh, Masoud Geramipour,
Volume 10, Issue 2 (10-2022)
Abstract
The process Assessment of the Learner-Second Edition: Diagnostic Assessment for Math is one of the most widely used tests in the field of learning disorders, which has two versions: reading, writing, and math. The purpose of the present study was to investigate the educational and cultural adaptation of this test. For this purpose, after the translation of the test, the stages of cultural adaptation were investigated from three sources of elementary school mathematics textbooks, interviews with teachers and test implementation of the test on a group of 14 children from preschool to sixth grade, applicability and Special criteria for the implementation of the test were prepared for Iranian students. There has been an amendment to the content of the Iranian sample test in terms of the items of multi-step problem-solving and part-whole concepts. Also, the criteria for passing the test for Iranian students in the sub-tests of place value, finding the bug, and the ability to perform calculations are placed at a higher age than the main instructions of the test. Geometry and decimal numbers are items that are covered in the Pal_II math test in the form of part_whole concepts. However, it is more detailed and complicated in Iranian math textbooks. Calculation education in Iran's school education system has undergone changes in recent years, which were revised in the test instructions. The similarities between the implementation and grading of the Persian version of the Pal_II math test in the Iranian sample and the original instructions of the English version of the test are more than the differences between them.
Mahmoud Alipour, Mahamad Naghi Farahani, ,
Volume 10, Issue 2 (10-2022)
Abstract
Based on the cognitive perspective, cognitve schemas, as an important individual characteristic, influence human behavior. on the other hand, employees can influence the success or filure of the organization by influencing the organizational identity and contex. therefore, in this article, the role of self-concept clarity in the relationship between organizational identity and organizational culture han been investigated. for this purpose, the employees of Sarcheshmeh Copper complex, that at the time of research were more than 5190 person, were selected as the statistical population., and then, using cochran's formula and stratified random sampling, 428 pepole were introduced as a statistical sample. Next, by using cheney's organizational identity questionnaire (1983), Campbell et al's self-concept clarity questionnaire (1996) and Camero-Quinn's organizational culture assesment index tool (2006), the required data were collected. the collected data were analyzed using the structural equation modeling technique. accordind to tjhe results of research, in addition to the direct effect organizational identity, self-concept clarity, as a mediating variable, modifies the negative effects of organizational culture on organizational identity. Considering the role of self-concept clarit in the relationship between organizational identity and organizational cultre and its effect on organizational identiy, it seems that increasing the clarity of employee's self-concept improve their organizational identity. therefore, it is sggested that in the process of recruiing human resources, people who have a higher sel-concept clarity should be recruited into organization. also, it is suggested to compile and implement the necessary training programs to improve the self-concept clarity of employees.
Seyedeh Neda Gadamagahi Sani, Alireza Moradi, Reza Shalbaf, ,
Volume 11, Issue 1 (5-2023)
Abstract
Attention Deficit Hyperactivity Disorder is a type of neurodevelopmental disorder characterized by deficits in cognitive skills and emotional self-control. Many studies have pointed out the poor functioning of the frontal region in hyperactive patients. Increasing hemodynamic changes in the frontal region of these children can reduce the symptoms of the disorder. Goal: The purpose of this research is to investigate the changes in the concentration of hemoglobin (Hb) in the frontal region of these children during the cognitive activity of the computerized continuous performance test. Method: The current research is a clinical trial study with a pre-test-post-test-follow-up design. From 30 hyperactive children six to eight years old, fNIRS recording was performed along with computerized continuous performance test as a pre-test. Then they were divided into two groups of 15 people by simple random method. The first group underwent CES intervention and the second group underwent Captain Log's computerized cognitive intervention for 14 half-hour sessions, and after the interventions, the amount of hemodynamic changes in the frontal area of all participants was recorded by fNIRS along with computerized continuous performance test as a post-test. was taken Finally, after completing the intervention period 4 weeks later, the participants were followed up with the above tests. Findings: The average difference in oxygen uptake from pre-test to post-test in CES group was significant (p<0.01), but this difference was not significant from post-test to follow-up (p>0.05). In the captain log group, the difference in the average amount of oxygen absorption from pre-test to follow-up was significant based on the results of the t-test (p<0.05). The results indicate the non-significance of the effect of group interaction on time for the oxygen uptake variable, there is no significant difference between the CES and Captain Log groups in the amount of change in oxygen uptake from the pre-test session to the post-test session and follow-up (p>0.05).Conclusion: Based on the findings of this research, it can be concluded that CES intervention and Captain Log cognitive software intervention are effective treatments to increase the hemodynamic changes in the prefrontal region of hyperactive children and can also improve persistent visual attention deficit in these children.
Zahra Tarazi, Molok Khademi Ashkezari, Mahnaz Akhavan Tafti,
Volume 11, Issue 3 (12-2023)
Abstract
Aim: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran. Methods: This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment. Conclusions: the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.
Fatemeh Molavi, Dr Abbas Habibzadeh, ,
Volume 11, Issue 3 (12-2023)
Abstract
Background and purpose: The purpose of the present study was to investigate the role of psychological well-being on academic burnout through the mediation of achievement goals.
Research method: The method of the current research was the correlation design through structural equation modeling. The statistical population included all students of psychology and educational sciences of the Faculty of Humanities, Islamic Azad University of Qom in the academic year 2019-1400, who were selected by available sampling method in the number of 440 people. In order to collect data, three questionnaires were used: Moslesh's academic burnout, Rif's psychological well-being, and Midgley's and colleagues' progress goals. Pearson correlation coefficients and structural equation modeling were used for data analysis.
Findings: The findings showed that psychological well-being with a standard coefficient of 0.60 was effective on goal orientation and with a standard coefficient of -0.25 on academic burnout. Also, goal orientation with a standard coefficient of -0.55 was effective on academic burnout. All effects were significant at P>0.001 level. The results showed that psychological well-being has an effect on academic burnout through the mediation of achievement goals.
Conclusion: In order to reduce academic burnout, it is suggested to the experts in the field of education to pay special attention to the components of psychological well-being and goal orientation in students.
