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Showing 2 results for Elementary Students.
The relation between function and working memory capacity and Students' reading performance:executive
, , ,
Volume 4, Issue 3 (12-2016)
Abstract

The current research was conducted by the aim of studying the moderator role of age, Intelligence, and gender in relation to the Executive functions and reading function of elementary students.The sample included 250 students (124 boys and 126 girls) in elementary level that were selected by Multi-stage cluster sampling method among students of Karaj. Different functions were measured as these: Reading through reading test of Karami-noori and Moradi, intelligence by Raven's Progressive Matrices, working memory by Memory span test, attention by Continuous Performance Test, and planning and inhibition by Behavior Rating Inventory of Executive Functions (brief). Statistical methods of Pearson correlation and regression analysis were used.The correlation results showed that there is a positive and significant relation between executive functions (working memory, inhibition, subjective planning, and attention) and reading. Regression analysis result showed that intelligence and gender have not a moderator role in the relation of executive functions and reading.  But, age had a moderator role in the relation of executive functions and reading. The results of this research was consistent with Miyake's theory that believes executive functions are separate but related to each other, and individual differences of the students in these functions should be considered, because they affect their school performance.


The effect of interactive educational simulation on perceived motivational atmosphere and emotional self -awareness of students
Miss Maryam Rajabiyan Dehzireh, Sir Maryam Maghami, Sir Seyyed Mohammad Amin Hoseini,
Volume 11, Issue 3 (12-2023)
Abstract
The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.
 
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