فصلنامه روانشناسی شناختی

Mathematical reasoning is the ability of inductive and inferential reasoning with mathematical concepts that underlying cognitive variables play an important role in explaining it. The purpose of this study is to model the role of divided attention and working memory in mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence in fourth grade elementary students. This study is non-experimental (descriptive) and a type of correlational study in which data were analyzed by Path Analysis. The statistical population of the research included all male fourth-graders of the primary schools in District 4 of Qom from which 213 students were randomly selected by two-stage cluster sampling. The study used different measures and instruments including the Integrated Visual and Auditory Continuous Performance Test-Second Edition (IVA-2 CPT) for measuring different types of attention, the Working Memory Index of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the Culture Fair Intelligence Test (CFIT), the knowing questions test and the mathematical reasoning questions test of TIMSS 2015. The findings of the study showed that all path coefficients are significant and appropriate model fit indices were obtained. The results indicate that working memory influenced by divided attention predicts mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence. The research helps to develop in mathematics learning and cognitive rehabilitation of mathematical disorders by identifying the role of important cognitive variables in mathematical reasoning.

The aim of this research was to predict students' academic procrastination based on metacognitive beliefs about procrastination with the mediating role of test anxiety The research method was descriptive-correlational. The statistical population included all undergraduate students of Shahid Beheshti University of Tehran in the academic year of 2019-20, from which 320 (206 females and 114 males) were selected by multi-stage cluster sampling. The Procrastination Assessment Scale for Students, Spielberger test anxiety questionnaire and Metacognitive Beliefs about Procrastination Scale were used to collect data. Data were analyzed by structural equation modeling. Findings showed that the suggested conceptual model has a good fit with the data. The variables of test anxiety and metacognitive beliefs about procrastination accounted for most of the variance in academic procrastination, respectively, and explained a total of 28% of its variance. Negative metacognitive beliefs about procrastination only indirectly affected academic procrastination through test anxiety, and full mediation was endorsed. According to the results, it can be concluded that negative beliefs about procrastination make students prone to test anxiety and academic procrastination. Therefore, modifying these beliefs can be considered as an intervention program to decrease test anxiety and academic procrastination.

Mindfulness is one of the effective interventions in improving executive functions. Although this intervention is well documented for adults, but it is less addressed for children, while children with attention deficit / hyperactivity disorder Executive functions are problematic. The purpose of this study is to Designing, developing and validating a psycho-educational program of empowerment based on mindfulness-cognitive for reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder. The present study is of the fundamental type, which is in two parts, In the first for designing and development stages was a descriptive - analytic method with a configurative synthesis approach In the second stage For program validation, along with the use of face validity method, content validity method was used quantitatively and Qualitatively method with a panel of 10 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0/73 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/80 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/91. This research leads to the preparation of an educational-therapeutic program in three sections: 1- basics, 2- external awareness and 3- internal awareness, which includes the sub-elements of strengthening attention, concentration, awareness of emotions, thoughts, tasks, purpose and impulses. Be. This educational-therapeutic program includes 16 sessions for children and 3 sessions for parents, 120 cards and 20 educational worksheets. The psycho educational program of empowerment based on mindfulness- cognitive for  reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.