Showing 16 results for Test
A. Esfahani, A. S. Asgarnejad, H. Ahadi, A. M. Mousavi,
Volume 1, Issue 2 (3-2014)
Abstract
This research has studied the effect ofmeta-cognitive trainings in the reading functions of the third grade male dyslexia Students of the Elementary Schools. Research design of the study was experimental and its type was pre-post test with the control group. Population of this research included all the third grade male dyslexia students of the elementary schools in Abik city in the academic year 2012-2013. Sample of the study included 30 dyslexia students who were selected on the random basis. These subjects were put in two groups of 15: an experimental group and a control group. The tools applied in this study were dyslexia and reading (NAMA) test and children`s Wechsler Intelligence test. The experimental group received the meta-cognitive trainings for 8 sessions of 60 minutes while there was no interfering in the control group. Following the interference, the dyslexia and reading test was executed for the both groups. The data then was analyzed by the covariance analysis. Results of the study showed that the meta-cognitive trainings were effective in the reading functions of the dyslexia students.
Z. Haghshenas, R. Nouri, A. R. Moradi, G. R. Sarami,
Volume 1, Issue 2 (3-2014)
Abstract
The purpose of this study was to investigate the relationship between the coping styles, meta-cognitive beliefs and test anxiety by considering the mediating role of coping styles based on the Self-regulatory executive function in the university students. In 2010, 638 students of Tehran’s kharazmi University and Agricultural faculty of Tehran University were selected through Stratified sampling method from October to November. Students completed Coping Inventory for Stressful Situations of Endler and Parker, Test Anxiety Inventory, Metacognitions Questionnaire. In this study the correlational method was used. Spearman correlation test was used to determine the relationship between the variables and the path analysis method was used to determine the contribution of each component. The Results showed that the emotion-oriented and problem-oriented coping strategies had a mediating role in the relationship between the meta-cognition and test anxiety. But avoidance coping strategy had no mediating role in this relationship. Of five dimensions of meta-cognition, only the positive meta-cognitive beliefs and cognitive confidence had a direct effect on the test anxiety. But the effects of other dimensions were indirect. With respect to the results, focusing on the coping strategies and meta-cognitive beliefs can play an important role in the students’ test anxiety. It is suggested that the treatment interventions which are based on the meta-cognition and coping should be considered for treatment of test anxiety disorder.
Samiyeh Panahandeh, Javad Salehi Fadardi, Ali Mashhadi,
Volume 2, Issue 1 (6-2014)
Abstract
The aim of the current study was to investigate negative processing of implicit information relating to self by self-esteem implicit association test in depressed and non-depressed students.17 depressed students and 17 non-depressed students were selected according to a convenience sampling method. Beck depression inventory (BDI-II) and clinical interviews were employed to diagnose depressed individuals. The Beck anxiety inventory (BAI) was conducted to control of participant's anxiety. The data were analyzed using analysis of covariance (ANCOVA).Results revealed that depressed individuals had higher scores in Beck depression inventory (BDI-II) than non-depressed (p = 0.001). It is also a significant difference between depressed and non-depressed individuals (p = 0.003).According to the results of this study, it can be concluded that depressed studentshave lower implicit self-esteem scores than non-depressed, in self-esteem implicit association test (IAT).
Jafar Hasani,
Volume 2, Issue 1 (6-2014)
Abstract
The goal of the current study was to assess the role of the cognitive emotion regulation strategie in student’s test anxiety. Using randomized multistage cluster sampling method 330 (165 girls, 135 boys) were selected and assessed by Persian version of cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Spielberger's test Anxiety Scale (1980). The results of stepwise multivariate regression analysis indicated that among adaptive cognitive emotion regulation strategies, positive reappraisal and putting into perspective pridected both wory and emotionality components of test anxiety, wheras total score of test anxiety was pridected by positive reappraisal and refocus on planning strategies. Among maladaptive strategies, self-blame and catastrophizing strategies pridected wory component and total score of test anxiety. Also, the emotionality component was pridected via self-blame, catastrophizing and rumination strategies. The results of this study indicate that dysfunctional cognitive coping is one of causes of test anxiety incidence and training effective cognitive emotion regulation strategies can be major steps in test anxiety based interventions.
Yazdan Moradizadeh, Robabeh Nouri Ghasmabadi, Jafar Hasani,
Volume 4, Issue 4 (1-2017)
Abstract
The aim of present study was to investigation the role of metacognitive beliefs and thought control strategies in test anxiety symptoms of students. In a frame of correlation design, using multi-stage cluster sampling among high school students of Estahban and Shiraz in the 93-94 academic year, 401 students (male and female) were selected and completed test anxiety inventory (TAI), metacognitive questionnaire (MCQ-30) and thought control questionnaire (TCQ). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis. Pearson correlation coefficient showed that the cognitive components of positive beliefs about worry, uncontrollability, danger and cognitive confidence had a positive relationship with test anxiety symptoms of students. Also, among thought control strategies, worry, social control and punishment had a positive relationship with test anxiety symptoms of student, but attention diversion had a negative relationship. The results of stepwise multiple regression analysis of variables combination showed that uncontrollability and danger, cognitive confidence, punishment and need to thoughts control predict test anxiety symptoms of students, respectively. The results of this study suggests that one of important factors in incidence of test anxiety in students is metacognitive beliefs and copying strategies about them. Therefore, it is recommended that pay particular attention to metacognitive beliefs and copying strategies in the prevention programs or treatment of test anxiety.
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Volume 4, Issue 4 (1-2017)
Abstract
This study aimed to determine the mediating role of self-regulation in the relationship between thinking styles and students’ test anxiety in Birjand University. The present study is a non-experimental one and of Structural Equations Modeling (SEM) type. The sample size consists of 300 students (150 males and 150 females) who were studying in Birjand University that were selected through multi-stage cluster random sampling method. They completed three questionnaires including Test Anxiety questionnaire developed by Abolqasemi et al. (1996), Self-regulation questionnaire by Pinterich and DeGrowth (1990) and Thinking Styles by Sternberg and Wagner (1992). Then, descriptive statistics such as mean and standard deviation and parameters of inferential statistics and path analysis were applied using AMOS software. The results showed that thinking styles explain 31% of the self-regulatory learning variance and thinking styles with mediation of self-regulatory learning explain 36% of the test anxiety variance. Thinking styles have an indirect relationship with test anxiety through self-regulation. Therefore, identifying different learning styles and skills through self-regulation of the amount of test anxiety they explained. And thus to reduce test anxiety set of programs. As a result, planners and therapists These findings suggest that self-regulation is necessary to reduce test anxiety, and also references to different learning styles as a key variable pay special attention
Dr. Mohammad Khodayarifard, Dr. Elaheh Hejazi, Dr. Masoud Lavasani, Miss Zeinab Azimi,
Volume 5, Issue 1 (6-2017)
Abstract
Low self-esteem is one of the key factors underlying psychopathology, such as test anxiety. It seems that the activation of positive self-representations in memory plays an important role in self-perception. The aim of this article was to determine the effect of strengthening memory representations on self-esteem in people with test anxiety. This study was based on a quasi-experimental design with pretest and post-test. According to retrieval competition approach, a training package was designed to promote self-esteem and after verifying its content validity by 5 expert psychologist, the intervention was administered in 10 sessions (a one-hour session per week). Participants were 10 high school students with test anxiety diagnosis which were selected by purposive and available sampling; and completed Spielberger Test Anxiety Inventory (TAI) and Rosenberg Self-Esteem Scale (RSES) before and after the intervention and also one month follow up. Data analysis was performed using one-way trend analysis (one-way ANOVA with repeated measures). The results indicated that this intervention could lead to improve self-esteem and decrease test anxiety in participants (p˂0.01) and this trend continued until one month follow-up. As a result, it seems that interventions on the factors underlying psychopathology, such as low self-esteem, can have beneficial as well as proactive effects in this area and We may be able to make changes in self-concept even with no deliberate challenge to the thoughts.
Soghra Akbari Chermahini, Marzieh Sadat 2- Sajadinezhad, Mehdi Mehdi Yasavoli,
Volume 7, Issue 1 (10-2019)
Abstract
Creativity is recognized as a function or ability that emerges as genuine, valued and usefull. Each person's level of creativity can be measured by assessing their performance in the tests of creativity. One of the most commonly used tests of creativity is Remote Associates Task. The Remote Associates Task, developed by Mednick (1967), is recognized as a valid convergent thinking tool. The purpose of this study was to investigate the psychometric properties and the Farsi version of the Remote Associates Task. For this purpose, 482 students of Arak University were selected through cluster sampling method. Thus, at first 200 students were selected and answered the Remote Associates Task. After the initial refinement, some modifications were made to the initial version, and then 282 different subjects responded to the Remote Associates Task, insight problem solving, and Guilford's Alternate Uses test. Two classical approaches and item response theory were used to investigate the coefficient of difficulty of the items, construct validity, and reliability. Significant positive correlations of distance associations test with insight problem-solving test and lack of significant relationship with Guilford's Alternate Uses test indicate convergent and differential validity, respectively, and appropriate construct validity of the test. The results show the appropriate psychometric properties of the 30-item version of the Remote Associates Task presented in this study and it can be said that this test is effective and suitable for measuring convergent thinking in Persian.
Zobair Samimi, Abolfazl Farid, Ramin Habibikaleybar, Javad Mesrabadi,
Volume 7, Issue 2 (11-2019)
Abstract
The purpose of this study was to compare the effectiveness of emotional working memory training and neutral working memory training on improving cognitive functions and decreasing test anxiety symptoms in a group of university students. 60 students with high test anxiety were selected with Spielberger test anxiety inventory. Subjects were divided into three groups: emotional working memory training, neutral working memory training and control. Subjects in the experimental groups received 15 minutes of 45 sessions of emotional and neutral working memory training, while the control group received no intervention. All participants were assessed before and after training using Spielberger test anxiety inventory, Wechsler Digit Span Test, and continuous performance test. Data were analyzed using multivariate analysis of covariance in SPSS-22. Result showed that the subjects in the emotional working memory and he neutral working memory group had a significant improvement in the symptoms of anxiety, direct and inverse Digit Span Test, omission error, commission error and reaction time compared to the control group. The results also showed that the subjects in the emotional working memory group had higher improvement in Emotionality (emotional component of test anxiety) and presentation error compared to the neutral working memory group. Based on the results of the present study, the use of working memory-based computer training, especially emotional working memory, can be suggested as an effective intervention to reduce test anxiety symptoms and improve working memory and sustained attention.
Azadeh Askari, Forough Khodakarimi, Mohamad Mahdi Nazarpour,
Volume 7, Issue 4 (2-2020)
Abstract
Critical thinking helps people to consider and analyze a wide range of information. The importance of strengthening this skill is significant for managers because it leads to success and the overcoming of crises. The Watson-Glaser Critical Thinking Appraisal Test, is a tool for measuring critical thinking and has been designed to combine the aspects of skill and tendency for critical thinking. The purpose of this study is to investigate psychometric properties of this test amomg the Iran Gas Transmission Company managers and to evaluate its psychometrics properties using validation and reliability methods as suitable tools for identifying and measuring critical thinking in the Iranian sample, especially among managers. The sample of the present study included 472 staff managers, who participated in the study of "The Development of Psychological Identity of the Managers at the Iran Gas Transmission Company" in 2018-2019, and responded to 80 questions of a computer-based version of the test. The findings of this study showed that the test on our sample society has four dimensions of analytical thinking, evaluation, interpretation, and assumption while its original version has five dimensions. Moreover, an exploratory factor analysis revealed that the two components of inference and inferring had to be merged and this new component was called analytical thinking. In addition, confirmatory factor analysis of the model with the four components was meaningful and desirable in all fit indices of the model. According to the results of this research, the Watson-Glaser Critical Thinking Appraisal Test can be used to achieve research goals.
Ainollah Khojir, Rasool Kordnoghabi, Khosro Rashid, Abolghasem Yaghoobi,
Volume 8, Issue 3 (12-2020)
Abstract
Several studies have investigated wishful thinking or desirability bias in children and adults, while no research has been conducted for the evolution of wishful thinking during childhood and adolescence. The aim of the present research was to investigate the evolution of wishful thinking in Iranian children and adolescents aged from 7 to 14. This study was an evolutional one with a cross-sectional method. Participants were all students aged from 7 to 14 in public schools in the academic year of 2019-2020. The sample consisted of 240 individuals in 4 age groups and each group was made up of 30 females and 30 males selected by the convenience sampling method. The marked-card test, which has been designed as a web-based software, was used. The data were analyzed by a repeated measuring ANOVA. The results showed that wishful thinking among Iranian children did not decrease with age. Moreover, participants aged from 11 to 14 years indicated more severe bias than children from 7 to 10 years old in predicting unpleasant events, despite the perception of probabilities. Considering the effect of wishful thinking on the decision-making process, especially in predicting negative events and subsequently the occurrence of risky behaviors, further research would be necessary to find solutions for the awareness and balance of wishful thinking.
Soroush Lohrasbi, Alireza Moradi, Meysam Sadeghi,
Volume 8, Issue 4 (2-2021)
Abstract
Emotion Recognition is the main component of social cognition. The failure in emotion recognition can jeopardize the survival of the human in the environment. Emotion recognition has various pattern in different cultures and nationalities. Some of the emotions would recognize as strong or weak. Also, there is diversity in emotion recognition pattern in some psychological disorders and neurological damages. Finding the Iranian emotion recognition pattern with a valid neuro-psychological test is the main purpose of this study. This is a descriptive-analytical study. Participants with the age of 24 to 40 years were initially tested in computer intelligence and progressive matrices of Raven-2 Then, for 88 subjects who had obtained a normal score in the RAVEN-2 test, the excitement recognition subtest was taken from the Cambridge Neuro-Psychological test automated battery (CANTAB). The correct response of participants to each of the six emotions used for analysis. The average percentage of correct responses to each of the six emotions has been analysis by SPSS statistical software. The normal distribution and spherical condition exist among the accumulated data. The maximum rate of correct responses was 75.83% related to happy emotion, sad 70.00%, Surprise 68.48%, disgust 47.84%, angry 42.54%, and fear 38.26%. Iranians recognized happy emotions better than the other emotions and fear was the lees recognized emotion. The finding of this study can affect the evaluation of cognitive elements in the particular society like Iran and can identify the most cognitive abilities and inabilities in people. The result of this research deduces striking findings that can lead the evaluation of cognitive, social people of Iran.
Hamid Hashemipour, Hadi Keramati, Javad Kavousian, Mehdi Arabzadeh,
Volume 8, Issue 4 (2-2021)
Abstract
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.
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.
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.
Mr. Saadi Ayazi, Dr. Sajjad Rezaei, Dr. Ashkan Naseh, Dr. Maryam Kousha,
Volume 11, Issue 2 (9-2023)
Abstract
Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders and efforts to improve its diagnostic methods continue. In this study, using CogLab software, a diagnostic model was developed and introduced to help psychologists as an auxiliary tool for diagnosing ADHD. In the context of a developmental and case-control project using targeted sampling in Rasht city, 93 children diagnosed with ADHD were selected by a pediatric psychiatry subspecialist. The parents of both groups (case and control) were also interviewed clinically and after completing the CSI-4 version of the Children's Disease Symptoms Questionnaire, their demographic information was collected. The control group consisted of 33 working students from Rasht schools without disorders were selected using the CSI-4 4th version of the Children's Disease Symptoms Questionnaire. Both groups responded to the change detection and spatial marking tests using the attention section of the CogLab software under the same conditions. Data were processed by SPSS-24. In the diagnosis analysis, the results showed that the ratio of the correct response to the detection of change in the so-so mode had the highest predictive power in the separation and differentiation of classes between the case and control groups, and the results of the diagnostic function in the cross-validation section were able to be found in both case and control groups. 80.6 percent of all people in the ADHD group (case) and also 72.7 percent of all people in the control group were correctly grouped; The change detection test and spatial marking in CogLab software platform can be used as an auxiliary tool in the service of psychologists to help the diagnosis process in children with ADHD.
