Fariborz Dortaj; Rasool Kornoghabi; Michel Ferrari; Faezeh Jahan; Shermin Esmaeili
Abstract
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, ...
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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.
Mehraneh Soltaninejad; Fatemeh Ghaemi
Abstract
The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety. This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools ...
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The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety. This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected through random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks - Morgan, 1999), learning strategies scale (Kember & et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Path analysis results showed that Academic self-efficacy had both direct (b=−.20), and indirect effects, mediated by Deep and Surface strategies (b=−.08). Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Considering the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.
Nahid Honarmand; Alireza Kiamanesh; Abdolazim Karimi
Abstract
The purpose of this study was to review the changes in the role of demographic and personality variables of mathematics teachers in predicting the mathematical progress of eighth-grade students in Iran and analyzed the trend of these variables in four international studies. For this purpose, we examined ...
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The purpose of this study was to review the changes in the role of demographic and personality variables of mathematics teachers in predicting the mathematical progress of eighth-grade students in Iran and analyzed the trend of these variables in four international studies. For this purpose, we examined the data from 21434 eighth graders and 877 math teachers who had participated in four TIMSS studies (2003, 2007, 2011 & 2015). Among the educational variables influencing the educational development, ten variables including gender, age, history of teaching, the degree, major, teaching hours, job satisfaction, confidence, interaction with other teachers and teaching method were investigated using statistical methods of Pearson correlation coefficient and multiple regression analysis. The findings related to the demographic variables showed that the students ' mathematical performance changes were almost consonant with the changes of age, history of teaching, and teaching hours in both groups of male and female teachers. This coordination was not similar in the major and academic degrees. The results of multivariate regression showed that the students ' mathematical development was explained by the set of demographic and personality variables. Among these variables, teaching history and self - confidence of the teachers played the most important role in explaining the students ' progress, and the variables of the degree of education and gender did not contribute to the explanation of the students ' math’s progress. The findings show the necessity of paying more attention to the history of teaching and examining the reasons why major and teachers ' degree were not that influential in math development is essential.
Zeinab Dabaghi; zahra Hashemi; Molouk Khademi Ashkzari
Abstract
This article aimed to study the effect of social problem solving skills training on the educational resilience of children in labour. The statistical population of the study included all the girls in labour, aged 12 to 18 years old, who were supported by the educational charity centres and associations ...
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This article aimed to study the effect of social problem solving skills training on the educational resilience of children in labour. The statistical population of the study included all the girls in labour, aged 12 to 18 years old, who were supported by the educational charity centres and associations in Tehran in the academic year of 2018-2019. The sample body consisted of 30 individuals from the population, who scored the lowest grades in the educational resilience questionnaire. They were randomly assigned to two experimental and control groups. To measure the educational resilience, the educational resilience questionnaire (Samuels, 2004) was used. The study was of quasi-experimental nature with pre-test, post-test and the control group. The experimental group was trained for 8 sessions to learn the social problem solving based on Dizurilla’s and Goldfried model. Post-test was conducted for both groups. To examine the effect of problem solving training on the educational resilience, the Multivariate Covariance Analysis was performed. The results showed that the social problem solving training affects the learners’ problem-based bias and providence.
Masomeh Hanafi; Akbar Afghari; Mansour Koosha
Abstract
This study investigated the predictive role of HEXACO personality traits (honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience) in the speaking performance of Iranian EFL learners, as well as the role of gender in the relationship between HEXACO personality ...
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This study investigated the predictive role of HEXACO personality traits (honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience) in the speaking performance of Iranian EFL learners, as well as the role of gender in the relationship between HEXACO personality traits and EFL learners’ speaking ability. To this end, 250 learners (125 male and 125 female learners) were selected using a random cluster sampling method and were asked to complete the HEXACO personality traits questionnaire. The speaking ability of all the learners was checked via a scored interview and then was evaluated by three interviewers based on the IELTS speaking bands. Fisher's Z and multiple regressions were used to analyze the data. The results indicated that extraversion, conscientiousness, and altruism could predict 90.3 percent of the variance in the speaking ability of the participants. The findings also showed that the gender of the language learners did not have a predicting role in the relationship between personality traits of the language learners and their speaking ability.
Reza Saeedehghan; Mohammad Khatib; Farid Ghaemi
Abstract
Particle phrases are defined as prefabricated “chunks” stored and retrieved as a whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar. This study was an attempt to investigate the effect of teaching particle-bound phrases on spoken ...
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Particle phrases are defined as prefabricated “chunks” stored and retrieved as a whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar. This study was an attempt to investigate the effect of teaching particle-bound phrases on spoken accuracy of Iranian EEL learners. Having been homogenized, a sample of 51 Iranian EFL learners at a university in Karaj, Iran was assigned to three groups: two experimental and one control. Before the treatment, a pre-test of video-based narrative retelling was administered. The Experimental Group 1 (EG1) was presented with the target particle phrases and came up with drawings of their concepts. In Experimental Group 2 (EG2), the same procedure happened except for the hands-on drawing task. The Control Group (CG) was presented with the same particle phrases every session along with their L1 (Farsi) meanings. The results showed that EG2 (M = 5.16) significantly outperformed CG (M = 3.81) on the immediate posttest (Mean Difference = 1.34, p = .000). It was also found that EG1 (M = 4.82) significantly outperformed CG (M = 3.81) on the immediate posttest (Mean Difference = 1.01, p = .000). Plus, there was not any significant difference between EG1 (M = 5.16) and EG2’S (M = 4.82) means on the immediate posttest (Mean Difference = .334, p = .146). Regarding delayed post-test, it was shown that there was no significant difference between EG1 and EG2 on delayed posttest, but both groups outperformed CG in that regard.
Alireza Ghasemizad; Kamran Mohammadkhani; Fateme Saadatrad
Abstract
This study aimed at scrutinizing the mediating role of critical thinking in relation to higher education students'metacognition and self-efficacy in Islamic Azad University, Nourabad Mamasani. Samples were collected throughrandom sampling method and it was equal to 248. Instruments used in this study ...
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This study aimed at scrutinizing the mediating role of critical thinking in relation to higher education students'metacognition and self-efficacy in Islamic Azad University, Nourabad Mamasani. Samples were collected throughrandom sampling method and it was equal to 248. Instruments used in this study were three standard questionnairesincluding critical thinking, metacognition and self-efficacy. Cronbach's alpha was employed to estimate theinstruments’ reliability, based on which critical thinking was found to be 0.88, metacognition 0.89 and self-efficacy0.87. Findings revealed that meta-cognition could significantly predict students' self-efficacy and critical thinking.Also, it was found that meta-cognition and critical thinking could significantly predict students’ self-efficacy. Thisstudy also showed that critical thinking had a mediating role in relation to students’ meta-cognition and self-efficacy.The dimensions of meta-cognition and critical thinking could significantly predict students’ self-efficacy.
Safoora Keshavarz; Ali Akbar Seyf; Hadi Bahrami
Abstract
The present study was conducted to compare the effectiveness of two educational methods of learning by summarizing, and learning through teaching on the comprehension of sixth grade elementary male students. This was an applied study and the research design was experimental with a pre-test and post-test ...
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The present study was conducted to compare the effectiveness of two educational methods of learning by summarizing, and learning through teaching on the comprehension of sixth grade elementary male students. This was an applied study and the research design was experimental with a pre-test and post-test approach and the control group. The study population included all sixth grade male students at Allameh Tabataba'i School, who were studying in the academic year of 2018-2019. The random available sampling method was used in this study. The total number of students were 59, all of which were participated in the study and divided into three different groups by random convenience sampling method. Then, the first experiment group members (15 subjects) were trained in 8 learning sessions through teaching method. The subjects in the second experimental group (15 subjects) were trained in 8 learning sessions by summarizing method. The control group (n = 29) received no training. Two researcher-made questionnaires were designed to assess the comprehension level of the students. The data were analyzed using analysis of covariance in the SPSS software. Emphasizing the findings of the research, it can be argued that both learning methods had a favorable effect on the students' comprehension, and increased the students' comprehension level. Based on these findings, one can conclude that these two educational methods have a great impact on increasing the comprehension of sixth grade elementary students.
Forogh Taher Soltani; Farhad Jomehri; Fariborz Bagheri
Abstract
The current study aimed at predicting the need for achievement and responsibility among students based on their perceived competence and novelty-seeking. The population consisted of all the 987 students of Islamic Azad University in Gachsaran, Iran, and, based on Cochrane’s formula, a sample of ...
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The current study aimed at predicting the need for achievement and responsibility among students based on their perceived competence and novelty-seeking. The population consisted of all the 987 students of Islamic Azad University in Gachsaran, Iran, and, based on Cochrane’s formula, a sample of 350 students was assessed using random cluster sampling. The study was practical and used a correlational design. The measures comprised the Herman’s Achievement Motivation Test, the Responsibility Questionnaire, the Perceived Competence Scale, the Conner-Davidson Resilience Scale, and the Cloninger’s Temperament and Character Inventory. Data from Pearson’s correlation coefficients and multivariable regression analyses showed that perceived competence and novelty-seeking could both meaningfully predict the need for achievement. Novelty-seeking was also a meaningful predictor of responsibility. However, perceived competence did not predict responsibility. The independent variables also, directly and indirectly, predicted the level of responsibility through the need for achievement, novelty-seeking, and perceived competence. Keywords: Need for achievement; Novelty-seeking; Perceived competence; Responsibility.
Farnaz Farrokh Alaee; Hassan Soleimani; Hossein Haghir; Alireza Aghayusefi; Manoochehr Jafarigohar
Abstract
Retention and learning are neurolinguistic and psycholinguistic processes. The brain electrical response to the cognitive processes that happen in the cortices is inescapable. During neuronal activities, created waves can be recorded and displayed by quantitative electroencephalogram (QEEG) in a non-invasive ...
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Retention and learning are neurolinguistic and psycholinguistic processes. The brain electrical response to the cognitive processes that happen in the cortices is inescapable. During neuronal activities, created waves can be recorded and displayed by quantitative electroencephalogram (QEEG) in a non-invasive form. Beta waves are created by thinking, learning, computations, reasoning, attention, and problem-solving activities. This study's primary goal is to objectively investigate the variables impacts of multisensory and non-multisensory methods of instruction on vocabulary retention concerning beta and beta1 waves frequency changes. To meet the purpose, some pre-school novice male and female foreign language learners (age: 5-6 years) participated in this study voluntarily and were assigned into two experimental groups: The Multisensory (three girls and four boys) and Non-multisensory (one girl and six boys) teaching groups. The analyses of the collected data on pre- and post-brain QEEG records of beta and beta1/SMR waves' variations indicated no significant difference between the two groups in the brain oscillatory changes. However, the case study analyses specified the supremacy of beta1 frequency ranges in the Multisensory post-records. The comparative findings of pre- and post-Expressive One Word-Picture-Matching Test (EWPMT) showed that the Multisensory group outperformed the Non-multisensory one; besides, a significant positive relationship was found between beta wave frequency changes on Fp1 and mean score of EWPM post-test in the Multisensory group. The study concluded that the multisensory approach could be a promising method to improve retention at the pre-school level.
Learning
Masumeh Taie; Reza Rostami; Massood Yazdanimoghaddam
Abstract
What is learning after all? Being the cornerstone of educational psychology, this question has not lost its appeal since there still is no consensus over it. What makes providing a careful definition of learning important is that such definitions carry important pedagogical implications which might not ...
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What is learning after all? Being the cornerstone of educational psychology, this question has not lost its appeal since there still is no consensus over it. What makes providing a careful definition of learning important is that such definitions carry important pedagogical implications which might not be equally beneficial. This theoretical paper, therefore, has tried to define learning by a novel interdisciplinary approach through connecting educational psychology to philosophy. It has started with the dilemma of a lack of consensus over the definition of definition itself and the necessity for holding a theory of definition. Consequently, Aristotle’s definition theory has been chosen. To be impartial, it has been contrasted with that adopted by Karl Popper- Aristotle’s major critic. Then, mainstream leaning definitions have been investigated. Their inadequacy has been attributed to their non-adherence to a tenable definition theory. The paper recommends a framework for learning definition studies established by adopting Aristotle’s definition theory and other points discussed. Such a framework constitutes guidelines for future studies. These guidelines give future definition studies direction and coherence and allow us to move away from idiosyncrasies reflecting personal bias and, as such, they can direct us towards developing a consensual definition.
Learning
Fatemeh Khezri; Ali Akbar Jabbari; Ali Mohammad Fazilatfar; Fatemeh Jamshidi
Abstract
The present study aimed to investigate the effect of learning context on the acquisition of plurality agreement in English noun phrases by Iranian L3 learners of English. To this end, 64 elementary learners of English were chosen from among the students of Arabic language and literature and Persian language ...
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The present study aimed to investigate the effect of learning context on the acquisition of plurality agreement in English noun phrases by Iranian L3 learners of English. To this end, 64 elementary learners of English were chosen from among the students of Arabic language and literature and Persian language and literature of Ahvaz university and Yazd university via the Oxford Quick Placement test. The participants were assigned to four groups to be compared in terms of the comprehension and production of plurality agreement via a grammaticality judgment correction task and a picture description task. The first and the second groups had Persian as their first language (L1) and Arabic as their second language (L2) but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The third and fourth groups had Arabic as the L1 and Persian as the L2 but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The results showed that the groups which had Arabic as their language of contact instruction outperformed the other groups in both tasks, which suggests that they transferred plurality agreement facilitatively from Arabic, which was their language of contact instruction. Therefore, the results of this study suggest that the context of learning matters in the acquisition of L3 properties since the L3 learners associate their language of contact instruction with the L3 in their mind due to the similarities in the learning context.
Fariborz Dortaj; Moslem Daneshpayeh; Michel Ferrari
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 ...
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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 great valuable actions. The purpose of this study was to explain wisdom based on the moral intelligence. For this purpose, a sample of 350 adults (220 females and 130 males) in the age range of 20 to 72 was selected by multistage cluster sampling method from different districts and communities. They answered the wisdom questionaire of of San Diego and the moral intelligence of Lennik and Kiel. Data were analyzed using structural equation modeling. The results of the analysis demonstrated that the model fits best for this purpose as the effect of moral intelligence and its dimensions on wisdom was confirmed. Based on the results of this study, it is suggested that social and educational settings and environments, in addition to conventional intelligence, can benefit from moral intelligence where wise people with high wisdom can contribute effectively to a better community development.
Marzieh Gholami; ali Delavar; Hassan Pasha Sharifi; Nastaran Sharifi
Abstract
Children with cognitive disability have a poor performance in all of the visual –motor tests. Therefore, diagnosis and rehabilitation of these learning disabilities seem necessary. The purpose of the present study was to construct and normalize a learning disability test for pre-school students. ...
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Children with cognitive disability have a poor performance in all of the visual –motor tests. Therefore, diagnosis and rehabilitation of these learning disabilities seem necessary. The purpose of the present study was to construct and normalize a learning disability test for pre-school students. A researcher-made visual-spatial test was devised consisting of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) whose content validity was confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test showed an acceptable reliability. Then, to determine the construct validity and components of the tests, Varimax normalized method was used. Conformity factor analysis was also used to determine the validity of the factors which confirmed that the structure of questionnaire had an acceptable fitness to the data. Independent t-test demonstrated that there is a significant difference between the average scores of the normal students and those with learning disability. To investigate convergent validity, we used learning disability checklist that was simultaneously completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables: the completed checklist by mothers and completed learning disability test by children.Considering the acceptable reliability and validity of the tests, it can be a tool to be used by learning disorders and counseling centers.
Maryam Mirzaie Khalilabadi; Mahshid Tajrobeh Kar; Nooshirvan Khezri Moghadam,
Abstract
Executive functions and visual perception are variables that play important roles in learning and educational improvement. Therefore, the aim of this study was to investigate the effectiveness of attention rehabilitation on executive functions and visual perception of students with learning disorder ...
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Executive functions and visual perception are variables that play important roles in learning and educational improvement. Therefore, the aim of this study was to investigate the effectiveness of attention rehabilitation on executive functions and visual perception of students with learning disorder and the study was of quasi - experimental type with pre-test, post-test and control group. The statistical population included all elementary school students in Rafsanjan in the second semester of 2018. The sampling method was multi-stage cluster method and the statistical sample of research involved 20 students with specific learning disorders, selected and replaced by a simple random method in two groups of experiment and control groups (2 groups of ten). The research tools were the visual perception test of Frostig and the Wisconsin cards. After performing pre-test on both control and experimental groups, the experimental group was trained using Captain Log software for 12 session, and at the end, the post-test was performed on both groups. The data were analyzed using SPSS v.24 software and statistical analysis of covariance (MANCOVA). The results of statistical analysis showed that attention facilitator rehabilitation is effective in improving students' ability in visual perception test. Also, the results revealed that rehabilitation of attention can significantly improve the performance of children with learning disorder in the executive functions.
Faezeh Jahan; Dariush Mehrafzoon
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 ...
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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 of first and second grades of high schools in Semnan in 2018-2019Thirty students were selected through multi-level cluster sampling method and after filling the written consent out, they answered General Sherer Self-efficacy questionnaire as well as Academic Engagement Questionnaire of Schaufeli et al. The experimental intervention (education based on Pygmalion effect) was only implemented for the teachers of the experimental group during 10 sessions of 60 minutes. After finishing the educational program, both groups took posttest. The obtained results of data analysis, using covariance analysis, showed that education based on Pygmalion effect for teachers affect students’ self-efficacy as well as their academic engagement. It can be concluded that teaching Pygmalion effect-basedto teachers training session could lead to more self-efficient and academically engaged generation.
Mansooreh Bakhtiari Fayendari; Mahmood Ghorbani; Ahmad Zendehdel; Ahmad Akbari
Abstract
This research was an applied research using mixed method design. In the qualitative approach, Delphi method is usedby referring to 20 academic and educational experts selected by purposeful method. In this study, 381 participantswere selected by stratified sampling method with appropriate allocation. ...
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This research was an applied research using mixed method design. In the qualitative approach, Delphi method is usedby referring to 20 academic and educational experts selected by purposeful method. In this study, 381 participantswere selected by stratified sampling method with appropriate allocation. Face validity is used for validation. Cronbachalpha reliability coefficient was higher than 0.8, indicating high reliability of the research instrument .The resultsidentified 4 dimensions including; individual, communicative, organizational, professional, and 32 components forcompetency model of Mashhad 7 districts educational managers. Also, the communicative dimension and conceptualskill were determined as the most important ones .It was also revealed that the confirmed succession planning modelof educational managers of 7 districts of Mashhad Ministry of Education involved three dimensions of volunteerevaluation, volunteer training and assessment of effectiveness with 6 components. Volunteer training dimension andindividual performance evaluation and process components are of utmost importance .In competency model ofMashhad 7 districts educational managers based on a succession planning approach, competency plays an importantrole of 58% in succession planning
Maryam Ebrahimi Zarandi; Hamdollah Manzari Tavakoli; Ali Reza Manzari Tavakoli; Zahra Zeinaddini Meimand
Abstract
Problem-solving is an ability human beings need to live better lives, however, some do not possess enough of this acquirable skill. Although many studies have concerned themselves with problem solving, this study has investigated it from a different angle. The present study was aimed at the priority-setting ...
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Problem-solving is an ability human beings need to live better lives, however, some do not possess enough of this acquirable skill. Although many studies have concerned themselves with problem solving, this study has investigated it from a different angle. The present study was aimed at the priority-setting of components effective on the teaching-learning model, with a focus on improving problem solving ability in upper secondary school students. This study used a descriptive-correlational design. The population consisted of professors of the Education Department of Islamic Azad University, Kerman Branch, who were actively working in 2019-2020 academic year, a total of 12 professors. Out of them, 10 individuals were selected as the sample through non-random availability sampling, based on Morgan’s table. The questionnaire entailed 12 components and 38 items. Network analysis was adopted for priority-setting of effective components. Furthermore, data and statistical analyses were conducted using Super Decisions, SPSS, and Excel. The results showed that ‘creativeness and creativity’ was the most important component, and ‘intelligence’ the least important component in the teaching-learning model.
Sondos Kashani Khatib; Simin Bashardoust; Shokoofeh Radfar; Malek Mirhashemi
Abstract
This study aimed at determining the effect of forehead cortex electric current stimulation on inhibitory control and working memory in people with attention deficit and hyperactivity disorder (ADHD), using TDCS device. The method used was quasi-experimental research with pretest-posttest control group ...
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This study aimed at determining the effect of forehead cortex electric current stimulation on inhibitory control and working memory in people with attention deficit and hyperactivity disorder (ADHD), using TDCS device. The method used was quasi-experimental research with pretest-posttest control group design. The participants were 24 children with attention deficit and hyperactivity disorder aged 7-11 who referred to Baqiyatallah Hospital in 1397. Children were randomly divided into experimental (n = 12) and control (n = 12) groups. The experimental group was intervened in 10 sessions, 3 times a week, and each session was 20 minutes. Assessments were performed in 3 steps, a day before the intervention, and a day after the intervention ended, and finally at the follow-up phase, two months after the intervention was accomplished. Go/no Go and N-back tests were used to evaluate inhibitory control and working memory, respectively. A repeated measurement method was applied to analyze the data. Findings revealed that brain electric stimulation program improves working memory and inhibitory control in children with attention deficit hyperactivity disorder. Therefore, brain electric stimulation program can be used to enhance the working memory and inhibitory control of children with attention deficit hyperactivity disorder.
Razieh Javandel Soumehsaraei; Hossein Zare; Somayeh Zare
Abstract
The purpose of the present research was to examine the effectiveness of meta-cognitive strategies training on the cognitive failure in patients with general anxiety disorder (GAD). This quasi-experimental design consisted of two groups, with pre-test/ posttest and the control group. Considering the experimental ...
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The purpose of the present research was to examine the effectiveness of meta-cognitive strategies training on the cognitive failure in patients with general anxiety disorder (GAD). This quasi-experimental design consisted of two groups, with pre-test/ posttest and the control group. Considering the experimental nature of the research and also, with regards to the drop in the number of 30 people (15 in each group), patients with generalized anxiety disorder (DSM-5) were selected according to the available criteria and were randomly assigned to the experimental and control groups according to entry requirements. In both groups, the scale of Broadbent et al. Cognitive Failures Questionnaire (CFQ) was carried out. Then, the experimental group underwent metacognitive strategies in 10 sessions of 90 minutes and the control group did not receive any training. At the end, the same questionnaire was administered in both groups. The results of the two groups were evaluated in two stages using relevant statistical tests. Multivariate covariance analysis showed that meta-cognitive strategies training significantly reduces cognitive failure and its subscales (distraction, memory defects and inadvertent errors) in patients with general anxiety disorder (p <0/05); there was no significant difference between meta-cognitive strategies training with the subscale of not remembering names (P>0/05). Despite the differences in the scores of cognitive failures in the group studied, it is recommended to use metacognitive strategies to reduce the symptoms of cognitive impairment in patients with generalized anxiety disorder.
Abdolrahim Jahanara; Mohammad Reza Sarmadi; Zohre Esmaili; Forouzan Zarabian
Abstract
The purpose of this study was to determine the effectiveness of web-based distance learning model in the context of a constructivist learning approach on learning performance, satisfaction and attitude of Payame Noor Sardasht students. The research method was quasi-experimental with pretest-posttest ...
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The purpose of this study was to determine the effectiveness of web-based distance learning model in the context of a constructivist learning approach on learning performance, satisfaction and attitude of Payame Noor Sardasht students. The research method was quasi-experimental with pretest-posttest design. The statistical population of the study included all students of Payame Noor University of Sardasht who selected 45 people as the research sample, using Morgan table and cluster sampling method. Of these,15 students were assigned to conventional distance education group, 15 to the distance education group based on reproductive learning, and 15 to the project-based group. Data collection tools included a teacher-made test to measure learning performance as well as a researcher-made satisfaction and attitude questionnaire that the content validity of the teacher-made test was reviewed and approved by professors. And its reliability through splitting method was 82% in pre-test and 85% in post-test using Spearman-Brown formula. The content validity of the satisfaction questionnaire and the attitude questionnaire were reviewed and approved by experts and the reliability of the satisfaction questionnaire was 84% and the attitude questionnaire was 80% using Cronbach’s alpha. Data analysis was performed using inferential statistics and one-way analysis of variance. Emphasizing the research findings, it can be claimed that both web-based distance learning models have a positive effect on students learning, satisfaction and attitude. Based on these findings, it can be concluded that these two educational models (project-based learning and reproductive learning) have a great impact on increasing students’ learning performance, satisfaction and attitude.
Mohammad Sharifi; Jalil Fathabadi; Abdolazim Karimi; Masoud Sharifi
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 ...
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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.
Atefeh Samifard; Abbas Abaspour Abaspour; Mohammad Reza Saeidabadi
Abstract
A professional learning community contains communication and interaction. Interaction does not simply mean the one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this research, conducted ...
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A professional learning community contains communication and interaction. Interaction does not simply mean the one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this research, conducted in order to discover the factors affecting the formation of professional learning communities and present a model for them, a compound, successive and exploratory method was employed in an attempt to identify these factors. In the qualitative section of the research, articles, books, and extracted texts that had been purposefully chosen, were analyzed; and as a result, the 7 categories of teachers, participation, instruments, time, evaluation, trust, and learning were identified. In the quantitative section of the research, in order to investigate the internal and external validity of the model, the made questionnaire was used. Also, in studying the research hypotheses, Pearson’s correlation test was used. The findings of the test showed that between the two variables of participation and the grade the students had received in the professional learning community, there existed a positive and high correlation, meaning that the higher went the participation in the system of learning management or the electronic environment in general, the higher was the communal feeling experienced by learners.
Reza Saeedehghan; Mohammad Khatib; Farid Ghaemi
Abstract
Using chunks is said to bring about fluency into speech as they save speakers from constructing their speech upon a word-by-word basis. Particle phrases (A term coined in this study to refer to phrasal verbs and their derived and deviated nouns and adjectives) are also among those chunks. This study ...
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Using chunks is said to bring about fluency into speech as they save speakers from constructing their speech upon a word-by-word basis. Particle phrases (A term coined in this study to refer to phrasal verbs and their derived and deviated nouns and adjectives) are also among those chunks. This study seeks to see whether memorizing them will affect EFL learners' spoken fluency. To this end, 51 Persian speaking participants (37 females, 14 males) who were selected from 3 intact classes based on their performance in narrative video-based retelling constituted the sample of the study. The study was a quasi-experimental one in design because of the non-random assignment of the participants into either of the experimental and control groups. They were assigned to three groups: two experimental and one control. Both experimental groups received the same instructions on metaphorical concepts of particles (out, off, etc.) in the 150 phrasal verbs available in Garnier and Schmitt’s (2015) frequency list. They both engaged in self-generated contexts except that those in the first came up with hands-on task of drawing sketches, too. The control group, however, received none of the above treatments. The results of a one-way ANOVA procedure in the immediate post-test indicated that the participants in the first experimental group significantly outperformed not only the control group, but also the second experimental group that made more relative gains than their counterparts in the control group. The outperformance of the first experimental group was also found in the delayed post-test, which represented the long-term effects of the methods. The findings suggest several implications for this vital but surprisingly neglected issue of engaging students with self-generated sketches.
Learning
Mahnaz Jooyani; Seyyed Davood Hosseininasab; Amir Panahali
Abstract
The aim of this study was to compare the effectiveness of metacognition and problem solving training on teaching-learning strategies awareness of gifted high school male students of 10th grade in Ardabil. This research is a quasi-experimental research, with a pre-test/ post-test design. 127 gifted high ...
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The aim of this study was to compare the effectiveness of metacognition and problem solving training on teaching-learning strategies awareness of gifted high school male students of 10th grade in Ardabil. This research is a quasi-experimental research, with a pre-test/ post-test design. 127 gifted high school male students of Ardabil were participated in the study as the statistical population in 2017-18 academic year. Sixty of these students were selected through simple random sampling. Before starting the training programs, three groups were tested by the Weinstein Teaching-Learning Strategies Questionnaire first developed by Weinstein and Schultz (1987). Metacognitive training program was taught for the first experimental group, and problem solving skills program was taught for the second experimental group; each training program consisted of eight two-hour sessions and the control group did not receive any kind of training. Pre-test and post-test results were analyzed using MANOVA. The results showed that both metacognitive and problem solving training enhance teaching and learning skills and that metacognitive training is more effective in terms of test strategies, attitudes, focus, and time management. Also, similar effects were achieved in terms of information processing and selection of the main idea, anxiety, motivation, self-examination, study guide in the two groups. In conclusion, metacognitive training was proven to be more effective than problem solving training.
