Showing 13 results for Students
M. Manteghi, Sh. Farmani, F. Poormand,
Volume 1, Issue 2 (3-2014)
Abstract
The goal of this research is to investigate the effect of informal education on female and male students of Khurazmi University. The method of research is survey research. The scale is based on primary interviews, creating research questionnaire, investigating the facial and content validity of questionnaire and calculating the cronbach’s alpha of the questionnaire. Verifying the psychological aspects of the questionnaire, they are distributed among 850 male and female students equally. By removing the falsified questionnaires the 733 were investigated. The results imply that in factor analyses of the data, 13 factors (47.48%) have been identified. The performed comparative study of female and male students showed that the female students in religious studies, increasing religious knowledge, acquainting with globalization and political thought are standing in a higher level than male students. On the other hand, male students in considering the essence of religion and morality instead of religious rules, political views and activities, abuse of technology and cultural retardation are standing in a higher level than female students.
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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.
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.
Mrs Nasrin Darezereshki, Mr Kazem Barzegarbafroee, Mr Ahmad Zandvanian,
Volume 5, Issue 2 (9-2017)
Abstract
The aim of this study was to examine the effectiveness of teaching philosophy on the way community of inquiry on critical thinking and its dimensions of female students in fifth grade in Yazd. The study population included all fifth grade students in Yazd in academic year 2015 – 2016. The research method was quasi-experimental with pretest-post test on experimental and control groups. For this purpose, 30 students were selected by using convenience sampling and they were randomly assigned to two groups, experimental group (n = 15) and control group (n = 15). The critical thinking questionnaire of Watson- Glazer was used for gathering data. Philosophy on the way community of inquiry was taught to the experimental group during 12 sessions (each session was 60 minutes). Results of examining hypothesis by using analysis of covariance (significance level = 0.05) showed that teaching philosophy on the way community of inquiry has effect on critical thinking and its dimensions (perception, inference, interpretation and evaluation of logical reasoning), and it has improved them.
Saeed Toulabi, Hamidreza Hassanabadi, Balal Izanloo,
Volume 5, Issue 3 (12-2017)
Abstract
Aim: The purpose of this study was to examine the effective of the Pennsylvania resilience program training on cognitive appraisal and achievement behaviors among university students.
Method: In this pretest-posttest nonequivalent-group design, 51 undergraduate students at Kharazmi University in experimental and control groups responded to the Cognitive appraisal scale (CAS, Lazarus, and Folkman, 1984) and the motivation strategies for learning questionnaire (MSLQ, Pintrich, Smith, Garcia, & McKeachie, 1991). The experimental group received 6 resilience training sessions (2 hours a session). Results: The results of multivariate covariance analysis indicated that the resilience program training was effective in increasing cognitive appraisal and achievement behaviors in short term. Conclusion: These findings suggest that resilience program training improve the achievement behaviors of university by letting them: 1) find their personal power (personal feeling, attitudes and beliefs), 2) find and make full use of their external resources (development of security and feeling of protection), 3) master their interpersonal skills and problem solving ability (such as persistence, humor and communication).
Roghaye Ghorbani, Faride Yousefi,
Volume 6, Issue 1 (6-2018)
Abstract
The purpose of this study was to investigate the structural relationship between creativity and wisdom. Participants were 268 (133 women, 135 men) undergraduate students of Shiraz University which were chosen via random multi-stage cluster sampling method. They completed creativity test and self-report wisdom scale. The data were analyzed using Pearson’s correlation coefficient and the structural equation modeling technique. The results indicated that there was a positive correlation between creativity facets (fluency, flexibility, and originality) and wisdom components (sense of humor, emotional regulation, reflectiveness, openness to experience, and critical life experiences). The result of structural equation modeling showed that creativity had a significance positive effect (β=0.51, p<0.001) on wisdom and can explain 26% of the variances for wisdom. According to the research findings, it can be suggested that as wisdom can be predicted by creativity, educational administers and scholars can train creativity by providing rich environments and raise wise individuals.
Kamal Parhoon, Hadi Parhon,
Volume 7, Issue 3 (12-2019)
Abstract
The aim of this study was to investigate the effect of Cognitive rehabilitation traning (CTR) on Executive functions and attention in students with lrarning problem. In an experimental study with pre-test, post-test and control group, 42 students with LP were selected through convenient sampling method. They were randomly assigned to the experimental and control groups. The experimental group underwent two months’of intervention and the scores of the Behavior Rating Inventory of Executive Functions (BRIEF), and the Stroop Color and Word Test (SCWT) were gathered in both groups before and after the intervention and in one month follow up. The data was analyzing by the statistical test of mixed variance analysis. The results in the post-test and follow-up stages showed that there is a significant difference between the two experimental and control groups, in terms executive functions, and attention. This means that the experimental group who underwent the intervention program had significant improvement in the post-test phase in terms of executive functioning and attention. the changes made during the follow-up phase remained consistent. Also, based on the results obtained, cognitive rehabilitation intervention did not significantly affect the emotional regulation index of students with the LP. The results of this study indicate the effectiveness of a designed cognitive rehabilitation program on executive function, and attention of students with LP; therefore, considering these findings and the mechanism, the effectiveness of this intervention method can have appropriate therapeutic effects on reducing cognitive and psychological problems and improving the quality of life of student with LP.
Sepideh Fallahiyeh, Maryam Fatehizade, Ahmad Abedi, Mohamad Masoud Dayarian,
Volume 8, Issue 2 (10-2020)
Abstract
It is very stressful to constantly struggle to meet the expectations of others or those of one’s self, and it affects performance. The purpose of this study was to determine the effect of intervention based on Dweck’s mind set on academic expectations stress among gifted and talented school students. This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of female students in the eighth grade of schools for gifted and talented students in Isfahan selected by a multi-stage random sampling method. Thirty students were selected by the Academic Expectations Stress Inventory (AESI) and were randomly assigned into a control group (n = 15) and an experimental group (n = 15). The experimental group received 8 sessions of 50 minutes as intervention. Data were analysed using MANCOVA in SPSS-23. There was a significant difference between experimental and control groups in terms of the expectations of self, expectations of others, and the total scale. According to the effectiveness of intervention based on Dweck’s mind set in the case of improving the academic expectations stress in gifted students, it could be suggested that this intervention would be useful for reducing stress among gifted students.
Parisa Asadollahi, Mohammad Hosein Salarifar, Laila Talebzadah Shoshtari,
Volume 9, Issue 3 (10-2021)
Abstract
| The purpose of this study was to investigate the effectiveness of training metacognitive beliefs and state on working memory of elementary school students. This study was a quasi-experimental study with a pre-test, post-test, follow-up and a control group design. The population consisted of elementary school students in Birjand. Forty-six students in the sixth grade were recruited via convenience sampling method. The participants were allocated to the experimental group (n = 23) and the control group (n = 23). The metacognitive training package was used to teach metacognitive beliefs and state. Moreover, the computer image recognition test (N-Back) was used to evaluate working memory. Data were analyzed using Mann Whitney U, Friedman and Wilcoxon tests. The findings indicated a significant difference between the experimental group and the control group. Furthermore, the experimental group showed higher levels of mean in working memory scores compared to the control group. The results of the follow-up test suggested the lasting effect of the training. According to the results of the present study, it can be concluded that training metacognitive beliefs and state might enhances students’ working memory. |
, Dr Fakhteh Mahini,
Volume 11, Issue 1 (5-2023)
Abstract
The present study was conducted to determine the effectiveness of possibility language teaching on cognitive avoidance and philosophical thinking of gifted schoolgirls. This study was an experimental study with pre-test-post-test design and control group. The statistical population of the study consisted of 388 female students of gifted schools in Golestan province.To determine the sample size, according to Krejcie-Morgan table and random sampling method, 185 people were selected for initial screening and answered the cognitive avoidance and philosophical thinking questionnaires.Forty-five people had high cognitive avoidance and low philosophical thinking, of which 30 were selected by simple random sampling and divided into experimental and control groups. The experimental group underwent language training for 10 sessions weekly and online through Shad Education Network (25 minutes per session).Covariance statistical method was used to analyze the research data.The results showed that there was a significant difference between the post-test means of the experimental and control groups; This means that the possibility of language teaching reduced the rate of cognitive avoidance and increased the philosophical thinking of students in gifted schools in Golestan province.
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.
Fatemeh Saadat Bargaee, Dr Tahameh Hamvatan,
Volume 12, Issue 1 (6-2024)
Abstract
In this research, the relationship between attachment styles and difficulty in emotion regulation was investigated in a student sample. The design of this non-experimental research is correlational. The statistical population of the present study was made up of all the students of Azad Universities who were referred to the counseling centers of Tehran Azad Universities with major complaints in the field of interpersonal relationships in the academic year of 2014-2014, of which 400 were selected by voluntary sampling. The subjects were asked. Complete Hazan and Shavr (1987) attachment questionnaires and Gertz and Roemer (2004) difficulty in emotion regulation questionnaires. The results of the research showed that there is a significant negative relationship between secure attachment styles and difficulty in emotion regulation and its components, and a significant positive relationship between avoidant and ambivalent attachment styles and difficulty in emotion regulation and its components. Based on the findings of the present study, it can be concluded that attachment styles are correlated with difficulty in emotion regulation and its components.
Pariya Sadat Meraji Saeed, Dr. Zahra Hashemi, Fateme Fooladi,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of the present study was to investigate the relationship between parenting styles and creativity, emphasizing the mediating role of executive functions among students. This research was a correlational study. The study population included all the students of Al-Zahra University (S) in the academic year 1402-1403, from which 245 students were selected using the access method. To collect data, Baumrind’s parenting styles questionnaire, Abedi’s creativity assessment test, and Najati’s cognitive abilities questionnaire were used. The collected data were analyzed using Pearson's correlation test and structural equation modeling with the help of Amos24 and spss22 software. The research findings indicated that there is a positive and significant relationship between parenting styles and creativity and executive functions (P<0.01). Also, the model of the mediating role of executive functions had a good fit in the relationship between parenting styles and creativity. As a result, it can be said that the variable of executive functions has a significant mediating role in the relationship between parenting styles and creativity. Therefore, it is necessary to help strengthen children's creativity through their executive functions by informing parents about various parenting styles.
