Volume 3 (2020)
Volume 2 (2019)
Volume 1 (2018)

The Iranian Journal of Learning and Memory is an open-accessed blind-reviewed and refereed Journal that is published by the Iranian Educational Psychology Association. It should be noted that this Journal was introduced to the Commission of Scientific Publications of the Ministry of Science, Research and Technology on 96/11/18 and was granted the Academic-Research degree (License No. /3/18/285144). Also, this journal is published under the Ministry of Culture and Islamic Guidance license No.84799.

 

1. Explaining Wisdom based on Moral intelligence,

Fariborz Dortaj; Moslem Daneshpayeh; Michel Ferrari

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.319002.1323

Abstract
  Wisdom is one of the highest virtues and in a wide range of social activities, ultimately improves oneself and society. It is inherently involved with ethical behavior and the pursuit of social justice and equity for all. Moral intelligence is also one of the moral constructs that lead humans to perform ...  Read More

2. The Relationship between The Hidden Curriculum Components and The Affective Attitudes of High School Students' Learning

Ali Akbar Shaykhei Fini; Yaghoob Raissi Ahvan; hosain zainalipour

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.290914.1281

Abstract
  The present study aimed to explore the relationship between the hidden curriculum components and the affective attitudes of students' learning in high schools and to create a better learning and educational setting. The research adopted a quantitative method using a cross-sectional survey. The population ...  Read More

School Psychology
3. The Association of Academic Self-actualization, Self-regulation, and Classroom Socio-psychological Climate with Student Academic Motivation Mediated with Achievement Emotions

Nazanin Noorshahi; Taher Tizdast; Mohammad Ali Rahmani

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.311334.1311

Abstract
  The present study aimed to investigate the association between academic self-actualization, self-regulation, and classroom socio-psychological climate with students' academic motivation with the mediation of achievement emotions in high school students. The statistical population of this cross-sectional ...  Read More

4. Predicting the role of learning approaches, studying strategies, Metacognitive strategies, and reflective thinking with students’ academic achievements

Hassan Shahrakipour

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.284343.1269

Abstract
  The present study aims to predict the role of learning approaches, studying strategies, metacognitive strategies, and reflective thinking on students’ academic achievements. A cross-sectional analytical study was carried out in Iran. The statistical population encompasses the all 5000 students ...  Read More

5. Traces of Critical Thinking Ability in the English for Academic Purposes Textbook for the Students of Medicine

Mavadat Saidi; Mobina Shaghaghi

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.287278.1275

Abstract
  The current study aimed to investigate the representation of critical thinking in English for the Students of Medicine (II) and the status of the EAP students’ critical thinking ability as its main users. Peterson’s model was used to identify different types of critical reading questions. ...  Read More

6. A Study of Motivation, Self-Efficacy Beliefs and Feelings as Psychological Factors Among Iranian Non-English PhD Students in EPT

Mahbubeh Rezaeian; Seyyed Hassan Seyyedrezaei; Zari Sadat Seyyedrezaei

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2020.243321.1197

Abstract
  As noted by Shohamy (1982), affective considerations in language testing have occupied an outstanding place in education. Despite the importance of this issue, it appears that the test-takers' perceptions regarding motivation, self-efficacy beliefs and feelings in addition to their possible relationships ...  Read More

7. Investigating and Comparing the Relationship between Academic Buoyancy, Learning Styles, and School Bonding among Students at Mizan and Public Schools

Hamideh Iri; Ramezan Hassanzadeh; Javanshir Asadi

Volume 4, Issue 14 , Summer 2021

http://dx.doi.org/10.22034/iepa.2021.298285.1295

Abstract
  The present study aimed to investigate and compare the relationship between academic buoyancy, learning styles, and school bonding among students educated via the educational approaches of Mizan and public schools in Tehran. The study was descriptive-correlational. The statistical population comprised ...  Read More

1. Community of Inquiry and Perceived Learning: A Study of a Blended Learning Environment

Mohammad Hadi Zahedi; Rouhollah khodabandelou; Golnar Mehran

Volume 1, Issue 4 , Winter 2019, , Pages 51-57

http://dx.doi.org/10.22034/iepa.2019.86026

Abstract
  The initial proposed the Community of Inquiry (COI) framework suggests that social presence, teaching presence, and cognitive presence are essential dimensions to promote successful learning experiences in higher education blended learning environments as educational model of the community of inquiry ...  Read More

2. Bilingualism and Personality Shifts: Different Personality Traits in Persian- English Bilinguals Shifting Between Two Languages

Rouhollah Rezapour; Sahar Zanjirani

Volume 3, Issue 10 , Summer 2020, , Pages 25-32

http://dx.doi.org/10.22034/iepa.2020.230347.1169

Abstract
  The purpose of this descriptive-internet survey was to examine whether Persian- English bilinguals express different personality traits when they switch language when responding to Big Five Inventory (BFI) as a measure of personality once in Persian and once in English. It has been proposed that language ...  Read More

3. The Effectiveness of Teaching Critical Thinking Skills on Students’ Academic Achievement in Mathematics and Science: A Study in Timss Framework

Mohammad Sharifi; Jalil Fathabadi; Abdolazim Karimi; Masoud Sharifi

Volume 1, Issue 1 , Spring 2018, , Pages 21-30

http://dx.doi.org/10.22034/iepa.2018.77431

Abstract
  The present study, conducted in Timss 2007 framework, aimed to examine the effectiveness of teachingcritical thinking on students’ academic achievement in mathematics and science. Research design was Quasi-experimental. Research sample (With available sampling method) included two classes of third ...  Read More

4. Effectiveness of Sand Tray Therapy on Emotional- Behavioral Problems in Preschool Children

Seyedeh Narges Abdollahi Keivani; Khadijeh Abolmaali

Volume 1, Issue 2 , Summer 2018, , Pages 29-36

http://dx.doi.org/10.22034/iepa.2018.84998

Abstract
  Emotional-behavioral problems are common in preschool-children and might have some destructive effects on them as well as others. Sand tray therapy is an effective technique that encourages children to express their thoughts, feelings, and conflicts through symbolic expression and story. In this technique ...  Read More

5. Effectiveness of Pygmalion Effect-based Education of Teachers on the Students’ Self-efficacy and Academic Engagement

Faezeh Jahan; Dariush Mehrafzoon

Volume 1, Issue 4 , Winter 2019, , Pages 17-22

http://dx.doi.org/10.22034/iepa.2019.89167

Abstract
  The current study was conducted to determine the effectiveness of Pygmalion effect-based education of teachers on the students’ self-efficacy and academic engagement. The study is quasi-experimental (pretest-posttest with control group). The statistical population of this study includes all students ...  Read More

1. The Effect of Dominant Language of Communication on L3 Learning of Present Tense by Mazandarani-Persian Bilinguals

Ali Akbar Jabbari; Hamid reza Ghobadirad

Articles in Press, Corrected Proof, Available Online from 27 November 2021

http://dx.doi.org/10.22034/iepa.2021.292775.1283

Abstract
  The present study aimed to investigate Mazandarani-Persian Bilinguals' L3 learning of simple present tense to see whether their L1, L2, or dominant language of communication affect their L3 learning. To this end, 90 male and female students, with the mean age of 14.5 were selected from among the elementary ...  Read More

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