Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
Investigating Validity and Reliability and Factor Analysis of Webster's Wisdom Questionnaire in Iran
7
19
EN
Fariborz
Dortaj
0000-0002-7099-9249
Department of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran
f_dortaj@yahoo.com
Rasool
Kornoghabi
Department of Psychology, Bu-Ali Sina University, Hamedan, Iran
rkordnoghabi@gmail.com
Michel
Ferrari
University of Toronto, Canada
Faezeh
Jahan
Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
Shermin
Esmaeili
Department of Psychology, Bu-Ali Sina University, Hamedan, Iran
10.22034/iepa.2018.77421
Webster's Wisdom Questionnaire is a well-known self-assessment scale, which can cover a wide range of future wisdom studies. This research was conducted with the aim to examine the questionnaire psychometrics (reliability, validity, and factor analysis) and to evaluate the relationship between wisdom, age and gender. This questionnaire contains 40 questions assessing the people's wisdom. In a cross-sectional study, 395 (293 males and 102 females) of Sanandaj city, selected through randomized cluster sampling, were assessed using the Questionnaire. Data were analyzed using correlation coefficient, factor analysis and t-test. Using factor analysis, four factors of the proper use of experiences, emotional regulation, reflection, and humor were extracted. To assess the reliability of this questionnaire, Cronbach's alpha and Pearson correlation were used. The results revealed that this questionnaire had good convergent validity. In addition, the comparison of these factors between males and females indicated that females significantly obtained higher score than males in two factors of using the experiences and emotional regulation. Moreover, the high correlation of factors with the total score of the questionnaire and poor correlation of the factors with each other reflect the adequacy and efficiency of this questionnaire to be used by researchers, experts, and psychologists in Iran.
Factor analysis,Reliability,Self-assessment,Webster's Wisdom Questionnaire,Validity
https://journal.iepa.ir/article_77421.html
https://journal.iepa.ir/article_77421_19bd5b6d8ac263fc84140f4870879c2c.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
The Effectiveness of Teaching Critical Thinking Skills on Students’ Academic Achievement in Mathematics and Science: A Study in Timss Framework
21
30
EN
Mohammad
Sharifi
Ph.D. Candidate in Educational Psychology, Educational and Developmental Psychology , Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran
muhammadsharifi1@gmail.com
Jalil
Fathabadi
Department of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran
fathabadi51@gmail.com
Abdolazim
Karimi
Institute for Educational Research (IER), Tehran, Iran
karimi@rie.ir
Masoud
Sharifi
Department of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran
m-charifi@sbu.ac.ir
10.22034/iepa.2018.77431
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 grade students in Eghbal middle school in Baharestan, Tehran, Iran in 2014-15 randomly assigned to experimental and control groups. Afterwards, the experimental group received critical thinking instructionfor 12 sessions, while the control group received no training during this period. The data were gathered using parallel forms of Timss 2007 framework, which were implemented in three periods. The data were analyzed through Analysis of Covariance (ANCOVA), and t-test. Results showed that critical thinking teaching could considerably improve students’ performance in mathematics and science in domains of reasoning and applying; however, no significant relationship was revealed between critical thinking teachingand students’ performance in the domain of knowing. Findings of the follow up test, in addition, indicated a significant decrease in applicants’ scores of the experimental group. It can be concluded that critical thinking teachingshould be brought into sharper focus in syllabuses of middle schools as its principles could not only resolve students’ problems in academic issues but they would also result in improving performance of students in the domains of mathematics and science.
academic achievement,critical thinking,Timss study
https://journal.iepa.ir/article_77431.html
https://journal.iepa.ir/article_77431_cd91990543936e14bd81901e606db8bb.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
Effectiveness of Early Educational Interventions on Self-Regulation Skills in Preschool Children
31
41
EN
Somaye
Jamali Paghale
Ph.D. Candidate of Educational Psychology, Alzahra University, Tehran, Iran
jamali.s88@gmail.com
Moluk
Khademi Ashkzari
Department of Educational Psychology, Alzahra University, Tehran, Iran
khademim@yahoo.com
Mahnaz
Akhavan Tafti
0000-0003-3018-1191
Department of Educational Psychology, Alzahra University, Tehran, Iran
makhavan@alzahra.ac.ir
Ahmad
Abedi
Department of Psychology and Education of Children with Special Needs, Isfahan University, Isfahan, Iran
10.22034/iepa.2018.77424
The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using clustered sampling. The sample consists of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions were conducted in the experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) was used to measure research variables. Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Early education can have the main role in self-regulation among children. Thus, it is indicated that effective self-regulation provides a foundation for positive classroom behavior and academic achievement
Dyslexic Students,reading performance,Visual-Spatial Abilities
https://journal.iepa.ir/article_77424.html
https://journal.iepa.ir/article_77424_12e6221bdf9889d684a7b6482f9a0485.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
The Effectiveness of Working Memory Training on Reading Difficulties among Students with Reading Disorder
43
54
EN
Sajedeh
Sharifi
North Tehran Branch, Islamic Azad University, Tehran, Iran
sharifi.sajedeh@gmail.com
Saeed
Rezaei
Department of Psychology of Exceptional Children, Allameh Tabataba'i University,Tehran, Iran
rezayi.saeed10@gmail.com
10.22034/iepa.2018.77427
The present study aimed at investigating the effectiveness of working memory training on reading difficulties of students with reading disorder. The design of this study was experimental with a pretest-posttest design and a control group. The statistical population consisted of all elementary school children with reading disorder, who had attended counseling centers of Tehran Education Department in the spring of 2017. Then, these students were randomly assigned to two groups of 15 (one control group and one experimental group) and the intervention program of working memory training was performed on the experimental groups over a period of 10 sessions, with each session lasting for half an hour. Both Simple Random Sampling and Convenience Sampling methods were applied. To measure reading difficulties, WISC- R (3rd edition) and Reading and Dyslexia Test (NEMA) were used. The obtained data were analyzed using the statistical method “Covariance Analysis”. The results of Covariance Analysis showed that working memory training intervention is effective on all sub-components of Reading and Dyslexia Tests (p <0.01), with its greatest impact being on picture naming, sound elimination and category mark. Accordingly, it was concluded that the experimental group`s interventions based on working memory training, as a useful intervention method, can be effective on reducing reading difficulties of students with learning disorder, and can be applied as a complementary exercise to reduce reading difficulties among this group of students.
Learning Disorder,reading disorder,working memory
https://journal.iepa.ir/article_77427.html
https://journal.iepa.ir/article_77427_4e9acf89437834a6fc8805061d670a20.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
Principles of Open School Design Based on Emotional Intelligence Model and Enhancing Learning
55
67
EN
Hosna
Shams Dolatabadi
Ph.D. Candidate of Architecture, Isfahan Art University, Isfahan, Iran
hosna_shd@yahoo.com
Nilufar
Malek
Department of Architecture, University of Art, Isfahan, Iran
n.malek@aui.ac.ir
Farhang
Mozafar
Department of Architecture, Iran University of Science & Technology, Tehran, Iran
m.mozaffar@aui.ac.ir
Bahram
Sedghpour
Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran
sedghpour@srttu.edu
10.22034/iepa.2018.77430
Considering the effects of open school spaces on students, the aim of the study was to provide guidelines for designing school open spaces to enhance the level of emotional intelligence and learning in primary school children. This can be done through increasing the level of motivation and providing the appropriate space to play. In this research a quantitative-qualitative research method is applied. Also, the Delphi system of gathering data is used to produce content-table and questionnaires. According to Kline, the sample size is calculated around 326. Teachers and school designers were questioned using randomized cluster sampling. The data was evaluated in SPSS software program version 22 using R factor analysis to produce analytical model in Amos. The results of the research indicated that physical aspects of space including: natural and diverse elements, spaces with cultural functions, semi-private (with supervision) and flexible environments, spatial diversity, space for different types of play and diverse connections between open and close spaces affect the changes of emotional intelligence in schoolyard. Thus, it was concluded that school open spaces are physical sites as well as social sets. Students’ behavior, abilities and space applications can be affected by spatial characteristics in school yard and lead to acquiring emotional abilities
Environmental motives,Outdoor Learning,schoolyards educational approaches
https://journal.iepa.ir/article_77430.html
https://journal.iepa.ir/article_77430_5d8e53fbadf100833a35736aa0696e0f.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
Application of Conceptual Change Model in Teaching Basic Concepts of Physics and Correcting Misconceptions
69
83
EN
Maryam
Asgari
Department of Physics, Shahid Rajaee Teacher Training University, Tehran, Iran
ro.ahmadi58@ut.ac.ir
Fatemeh
Ahmadi
0000-0002-9295-3014
Department of Physics, Shahid Rajaee Teacher Training University, Tehran, Iran
fahmadi@sru.ac.ir
Roshan
Ahmadi
Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran
ro.ahmadi58@gmail.com
10.22034/iepa.2018.77429
This study aimed to investigate the effectiveness of the conceptual change model (CCM) on learning the basic concepts of Electrostatics. CCM is an active teaching method that puts emphasis on children's preconception. The underlying principles of CCM are derived from constructivist theory. The growing body of research shows that students’ knowledge about Physics has formal aspects rather than being useful and usable. Students encounter problems in understanding Physics concepts (such as static electricity), therefore their perception and understanding is often subject to misconception. Thus, Electrostatics was considered as the subject of this study. The study population comprised of female junior high school students. Design used in this study was the quasi- experimental method of Solomon four-group design. The samples selected conveniently and randomly were assigned to two experimental and two control groups. Researcher-made tests of academic achievement in three areas of knowledge, comprehension and application of concepts, were used as the data collection tools. Then, central and dispersion measures, the t-test and two-way analysis of variance were used to test the hypotheses. Research findings showed that CCM teaching methods are superior to the traditional way of teaching and learning physics concepts in detecting and correcting misconceptions
application of concepts,comprehension,conceptual change model,Electrostatics,Misconception
https://journal.iepa.ir/article_77429.html
https://journal.iepa.ir/article_77429_dccb248118bb7e56299f78cd4fde7164.pdf
Iranian Educational Psychology Association
Iranian Journal of Learning and Memory
2645-5447
2645-5455
1
1
2018
05
01
Predictors of Vocabulary Achievement: Testing a Model of Life Syllabus and Web-Based Language Teaching
85
96
EN
Mustapha
Hajebi
Department of Education, Bandar Abbas, Iran
hajebi2020@gmail.com
10.22034/iepa.2018.77426
This research was done to investigate the effect of life syllabus and web-based language learning on the vocabulary improvement of the study participants and to seek the attitudes of the learners on the use of web-based approach in language class based on life syllabus. Michigan test (version1997) was presented and students were divided into one experimental group who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks based on life issues and one control group who received ordinary classroom instructions each session. The results appeared to manifest that learners’ perception improved by incorporating web based instruction in language learning classroom based on life syllabus. The findings indicated a significant difference between the experimental and control groups with regard to their vocabulary knowledge. Web-based language teaching instruction enhanced EFL learners' vocabulary knowledge. As Life Syllabus proved to be useful with Iranian EFL learners, EFL teachers also can adopt the technique in their classes to advance their students' language learning and improve their memory. This paper addressed important issues in life education. it showed that a systematic effort in providing robust and theoretical-based training based on web based language teaching is necessary. By considering the importance of life syllabus and web based language teaching, this paper had begun an initial effort in designing training for teaching vocabularies.
Life Syllabus,vocabulary retention,Web-based language learning
https://journal.iepa.ir/article_77426.html
https://journal.iepa.ir/article_77426_7315255b1b7f77b0fef53724ad59a791.pdf