Showing 7 results for Subject: General
Dr Maryam Rahimian, Dr Parvaneh Shamsipour, Mis Nahid Barizi,
Volume 4, Issue 3 (12-2016)
Abstract
The purpose of this study was to determine the effects of goal setting on declarative memory performance in tasks with different cognitive loads. 60 female students were selected randomly and divided into short-term goals, long-term goals with high and low cognitive loads and the control groups. For this purpose, the Petersburg sleep quality questionnaire, Goldberg mental health questionnaire, inventory cognitive function, Annette handedness questionnaire, and Stroop software (task with high cognitive load) and color matching chain (task with low cognitive load) were used. All groups practiced four training sessions in four days based on type of goal setting instructions. The retention test was performed 24 hours after the acquisition phase. Data were analyzed using the factorial repeated measures ANOVA (acquisition phase), two-way analysis of variance, one way analysis of variance and Bonferroni post hoc test (retention test). Results showed significant differences among experimental groups in the acquisition phase (P<0.05). The short term goals group performed better than the other groups in the retention test and task with high cognitive load (stroop task). Also, the short term goals group had better performance than control group in the low cognitive load task (color matching task chain). Furthermore, comparing the groups in tasks with high and low cognitive loads in the retention test showed that the short and long term goals groups in task with high cognitive load performed better than the short and long term goals groups in task with low cognitive load. Thus, the results indicate that goal setting instructions are more effective in task with high cognitive load.
Ms. Somaye Keshavarzi, Mr. Eskandar Fathi Azar, Mr. Mir Mahmoud Mirnasab, Mr. Rahim Badri Gargari,
Volume 5, Issue 1 (6-2017)
Abstract
This research aimed to investigate the effect of metacognitive awareness on decision-making styles and emotion regulation in female high school students during 2016 in Tabriz, Iran. We conducted a pre- and post-test quasi-experimental research design with a control group. Two classes were selected by cluster sampling method and randomly assigned to experimental (n=19) and control (n=19) groups. A metacognitive awareness intervention program was performed in eight sessions (once a week in 90-minutes) for the experimental group but the control group did not receive any intervention and served as the benchmarking point of the comparison. The Decision Styles Questionnaire (Leykin & DeRubeis, 2010) and Regulation of Emotion Questionnaire (Phillips & Power, 2007) were administered. Data were analyzed by multivariate analysis of covariance (MANCOVA). The result showed a significant decrease in the score of the avoidant, anxious, intuitive, and spontaneous dimensions as well as a significant increase in the score of the dependent dimension of decision-making styles in the experimental group compared with the control group. Moreover, the scores of the dysfunction dimension of emotion regulation decreased significantly in the experimental group, while, the scores of the function dimension increased significantly.
Hossein Matoori, Elkhas Veysi, Bahman Gorjian, Mehran Memari,
Volume 8, Issue 1 (10-2020)
Abstract
One of the well-known conceptual metaphors is the metaphor of "time as space". Time as an abstract concept is conceptualized by a concrete concept like space. This conceptualization of time is also reflected in co-speech gestures. In this research, we try to find out what dimension and direction the mental timeline takes in co-speech gestures and under which metaphorical sources of space it takes place. For this purpose, six possible metaphorical sources adopted from space on three axes of sagittal, lateral, and vertical in six spatial directions were examined on the words tomorrow and yesterday. Participants were 137 students ranging in age from 18 to 30. The frequency of occurrence and the average percentage in co-speech gestures showed that the horizontal-sagittal axis back to front adopted from metaphorical-spatial source of linguistic metaphors with 55.75%; and right to left horizontal-lateral axis adopted from metaphorical-spatial source of Persian writing direction with 30.1% were the two influential factors in activating these dimensions and directions. The results of this study showed that language can play an important role in the representation of the mental timeline in co-speech gestures through the embodied sensory-motor experiences that we have from language as a conventional-cultural artifact in writing or linguistic metaphors.
Hamid Khanipur, Mahsan Pourali, Mojgan Attar,
Volume 8, Issue 3 (12-2020)
Abstract
Unethical decision-making could be considered as both selfish and self-beneficial in addition to being aimed at benefiting others. The aim of this study was to investigate the differential relationship among the sense of power, the sense of status and status seeking styles (i.e., prestige and dominance) with two forms of unethical decision-making. Participants were 150 citizens of Tehran, who voluntary participated in this study. Data were gathered by the sense of power scale, the sense of status scale, the dominance-prestige scale, and the unethical decision-making questionnaire (self-beneficial and other-beneficial forms). The multiple regression analysis showed that dominance was positively and prestige was negatively associated with self-beneficial unethical decision-making, whereas dominance was positively associated with other-beneficial unethical decision-making. The relationship between the sense of power and the sense of status with two forms of unethical decision-making was not significant. The results of this study supported the conceptual distinction between two forms of unethical decision-making. It seems that the sense of power or the sense of status alone could not explain unethical decision-making, and status seeking styles (i.e., prestige and dominance) would be the main mental mechanisms which contribute to the tendency for unethical decision-making.
Raziyeh Sajedi, Samaneh Shojaie, Parvaneh Shamsipour Dehkord, Seyed Mohammad Kazem Vaez Mousavi,
Volume 8, Issue 4 (2-2021)
Abstract
Efforts to further progress in practice and learning have introduced cognitive imagery and action observation. The aim of this study was to investigate the effect of different practice ratios on consolidation the motor memory of girls with cognitive load. This research was a quasi-experimental study with a pretest, acquisition and retention design. The statistical population of the study includes primary school students in the 18th district of Tehran in the academic year of 97-98 who were selected by convenience sampling method. 98 elementary school girl students in the age range of 8-12 years were randomly divided into 10 groups (physical practice, motor imagery, action observation, motor imagery - physical practice and action observation - physical practice) based on inclusion criteria. Were. Demographic, motion imaging (MIQ-R) and motion imaging resolution (VMIQ-2) questionnaires, Strope task and serial color matching task were used to collect information. Participants made an effort in the 1920 acquisition phase and 48 hours later in an 80-block memorial session. To analyze the data, analysis of covariance test 2 (assessment steps: acquisition, retention) × 5 (experimental groups) with repetition on the factor of assessment steps, SPSS software was used. The results of analysis of variance showed that the main effect of practice type and cognitive load type was significant (p <0.05). The results of Bonferroni post hoc test showed that the participants in the practice observation and imaging group with low cognitive load had the best performance and the participants in the practice group with low cognitive load had the weakest performance compared to the other groups. Performing practice in a combination of observation and imaging will lead to better performance in learning and consolidation motor memory.
Hossein Matoori,
Volume 9, Issue 2 (8-2021)
Abstract
| In this research, the horizontal and vertical direction of the time line in the minds of Persian speakers is examined from the perspective of Lakoff and Johnson conceptual metaphors. The mental timeline as an abstract concept according to our cognitive experiences and embodied mind may be conceptualized metaphorically under the influence of concrete concepts of space in our mind. In this research, a type of experimental experiment in the form of arranging colored cubes of time is used in different dimensions and possible directions in the concepts of the days of the week, including Saturday, Sunday, and Monday; the three main meals that include breakfast, lunch and dinner; and the concept of time that includes the yesterday, today and tomorrow. A total of 45 male and female employees between the age of 27 and 45 from the Islamic Azad University of Khorramshahr-Persian Gulf International Branch participated in this experiment. Percentage and average frequency of sorting colored cubes in the three concepts of time showed that, respectively, the horizontal lateral axes from right to left are adopted from the writing direction of Persian language with 45.6% as the first; the horizontal axis of the back-front paradigm is taken from the walking and looking direction, and linguistic metaphors, with 25.7% as the second; and the horizontal axis left to right taken from the writing direction of numbers and mathematics with 14.6% are considered as the third adopted sources of abstract concepts of time in Persian. The results show that in the minds of Persian speakers, the cognitive experience for writing the language due to repetition and sensory-motor experience is still represented as the most dominant pattern, and after this pattern walking and looking forward has a considerable affects on the representation of the direction of mental timeline. |
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.
