School Psychology
Vahidreza Pourtaghi; Mahboubeh Fouladchang; Esfandiar Azad; mohammad bagher hasanvand
Articles in Press, Accepted Manuscript, Available Online from 24 June 2022
Abstract
The current study aimed at evaluating the effectiveness of a philosophy course offered to children, on aspects of their school engagement. School engagement is a structure which indicates that students can create personal relationships with their teachers in addition to the educational content. For this ...
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The current study aimed at evaluating the effectiveness of a philosophy course offered to children, on aspects of their school engagement. School engagement is a structure which indicates that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental study was conducted on 7th grade students (n=128) from 4 classes at the same school as intervention and control groups. In the current quasi-experimental, pre-test post-test, case-control study, the independent variable was the philosophy for children (P4C) program (ten 60minute-sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, and cognitive, as well as agency engagements. To analyze the data ANOVA method was used. The study indicated that the score of all 4 aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program compared with the control group. Based on the obtained results, 28.2% of changes in total school engagement were attributed to the P4C program. The results show a significant increase in school engagement and its aspects. Philosophy for Children Program can be used to create an educational atmosphere with the highest relationship to students’ curriculum in which the students can rule out their learning behaviors with high motivation.
Learning
Aniseh Jabbary Daneshvar; Seyed.Davoud. Hosseininasab; masoomeh Azmoodeh
Articles in Press, Accepted Manuscript, Available Online from 24 June 2022
Abstract
Objective: The present study intended to compare the effectiveness of Cognitive-Behavioral Play Therapy Training and Narrative Therapy Training on Aggression and Assertiveness of Students With Educatable Intellectual Disability(EID) . Method: This was a quasi-experimental research design with pretest, ...
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Objective: The present study intended to compare the effectiveness of Cognitive-Behavioral Play Therapy Training and Narrative Therapy Training on Aggression and Assertiveness of Students With Educatable Intellectual Disability(EID) . Method: This was a quasi-experimental research design with pretest, posttest, and a control group.The statistical population included all Students With Educatable Intellectual Disability studying in elementary schools of Tabriz, of whom 45 male students were selected using convenience sampling and randomly assigned to experimental and control groups (15 each). Data were collected using Shahim Aggression questionnaire for School Student(2008) and Ritchie & Gmbryl Assertiveness questionnaire .first, a pre-test was administered to groups.Then , the first experimental group received Play Therapy for eight sessions of 45 minute , and the second experimental group received Narrative Therapy for eight sessions of 45 minute. After that, the post-test was administered to groups. Results: Results by Covariance analysis showed that there is a significant difference between cognitive-behavioral play therapy and narrative therapy with control group in aggression and assertiveness. narrative therapy had stronger effects than cognitive-behavioral play therapy in reducing aggression Also, narrative therapy had stronger effects than cognitive-behavioral play therapy in increasing assertiveness . Conclusion: Narrative therapy and cognitive-behavioral play therapy can be utilized as complementary interventions for ameliorating the psychological problems of students with Educatable Intellectual Disability .
School Psychology
Elham Amirizad; Moloud Keykhosrovani; Naser Amini; Keivan Kakabraee
Articles in Press, Accepted Manuscript, Available Online from 24 June 2022
Abstract
The present study aimed to investigate the effect of domain-specific and domain-general precursors of mathematical training on preschoolers' number sense and estimation. This was a quasi-experimental, pretest-posttest-follow-up study. The statistical population comprised all preschoolers in Kermanshah ...
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The present study aimed to investigate the effect of domain-specific and domain-general precursors of mathematical training on preschoolers' number sense and estimation. This was a quasi-experimental, pretest-posttest-follow-up study. The statistical population comprised all preschoolers in Kermanshah (Iran) in 2020. Using multi-stage cluster random sampling, a sample of 45 was selected and allocated to three groups (15 per group). The data were collected using the short form of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Number Sense Screener, and the PLUS test (number estimation). The data were analyzed using descriptive statistics and repeated-measures analysis of variance (ANOVA). The mean (SD) of IQ was 95.91 (4.21) in the working memory group and 97.78 (3.38) and 96.66 (4.03), respectively, in the number estimation and control groups. In the linear combination of number estimation variables in terms of group membership, the group x time interaction was significant on the pretest, posttest, and follow-up (p<0.01). The difference in the mean scores of the working memory, number estimation, and control groups was also significant on the variable of number sense (p<0.01). There was no significant difference in the effectiveness of the two training methods on the posttest and follow-up, and both interventions exerted the same effect on improving number sense and estimation.
Majid Akhshabi; Yeganeh Moradi; Fariborz Dortaj
Articles in Press, Accepted Manuscript, Available Online from 01 July 2022
Abstract
Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and ...
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Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and promoting creativity, self-confidence, motivation, and cognitive skills and students' self-directed learning has been considered an important and effective strategy. To this end, the present research investigated the music and melodic teaching impact on the math learning progress of the third-grade elementary school students in Tehran. The research adopted a quasi-experimental design with the experimental and control group. The statistical population included about 20,000 third-grade students in region 1 of Tehran that were selected as available sampling from two Rastar and Meysam Tamar schools, from which 30 students were randomly assigned to the experimental and control groups (15 in each group) as the study sample. Both groups learned the same and the specified concepts. However, the experimental group learned these concepts using music and melodic teaching while the control group learned these concepts using the lecture-based teaching method and the final math scores of the students were used in the analyses. As the instrument, a demographic information questionnaire, the mathematic motivation questionnaire, a progress test and an achievement test were used in this study. The results of covariance analysis showed that teaching math using music and melodic method has a significant positive impact on elementary school students’ math learning (70.8%) and more motivated learning (86%).
jamal sadeghi; Zahra Shabani; Alireza Homayouni; Ghasemnezhad Hassan
Articles in Press, Corrected Proof, Available Online from 01 July 2022
Abstract
Emotional self-regulation plays a very critical role in promoting intelligence beliefs and improving students' academic performance. Through emotional self-regulation, students can believe in the effectiveness of their intelligence and achieve higher performance in their educational and learning processes. ...
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Emotional self-regulation plays a very critical role in promoting intelligence beliefs and improving students' academic performance. Through emotional self-regulation, students can believe in the effectiveness of their intelligence and achieve higher performance in their educational and learning processes. The aim of the present study was to investigate the relationship between IQ beliefs and chemistry performance with emotional self-regulation mediation in students. This study was applied in terms of purpose, and considering data collection procedure, it was descriptive-correlational. The statistical population included all 275 female students of 11 public senior high schools in Mahmudabad, the 11th grade, in the academic year 2020-2021. Based on the census method, the whole population of the research community was used as a sample. The instruments used for data collection included the Intelligence Beliefs Questionnaire (Babaei, 1998) and the Emotion Self-Regulatory Questionnaire (Gross & John, 2003). Also, the final score of the chemistry course was used as the chemistry performance of the participants. To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The findings showed that there was a statistical significant relationship between intelligence beliefs, emotion self-regulation and students' chemistry performance. In addition, intelligence beliefs and emotion self-regulation have a direct effect on students' performance in chemistry. Also, intelligence beliefs have a significant effect on the performance of students' chemistry lessons through the mediation of emotion self-regulation. It should be mentioned that the research model had a very good fit.
Alireza Homayouni; Fatemeh Hassanzadeh; jamal sadeghi; Nabiallah Akbarnatajshob
Articles in Press, Corrected Proof, Available Online from 01 July 2022
Abstract
Emotions are the primary source of motivation and movement in humanbeings. Positive emotions help maintain and guide responses and behaviors. These emotional experiences, in academic situations, play an important role in shaping students' judgments, decisions, priorities, and behaviors by providing basic ...
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Emotions are the primary source of motivation and movement in humanbeings. Positive emotions help maintain and guide responses and behaviors. These emotional experiences, in academic situations, play an important role in shaping students' judgments, decisions, priorities, and behaviors by providing basic information. The aim of this study was to investigate the causal relationship between Hexaco personality traits and English language anxiety with the mediating role of positive academic emotions in students. This study was applied in terms of purpose, and considering how information and data were collected, it was descriptive-correlational.The statistical population included all 525 ninth grade female students of 10 public girl’s junior high schools in Babol, in the academic year 2020-2021. Using Krejcie and Morgan (1970) Table, 225 students were selected as the research sample through simple random sampling method. The instruments of the study included the HEXACO Personality Traits Questionnaire (De Vries & Van Gelder, 2013), Positive Academic Emotions Questionnaire (Pekrun et al., 2005), and English Language Anxiety Inventory (ALI, 2017).To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The research model showed a very good fit.The findings showed that there is a significant relationship between the students’ personality traits, positive academic emotions and English language anxiety. In addition, personality traits and positive academic emotions have a direct effect on students' English language anxiety. Also, personality traits have a significant effect on students' English language anxiety through the mediating role of positive academic emotions.
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