School Psychology
Vahidreza Pourtaghi; Mahboubeh Fouladchang; Esfandiar Azad; Mohammad Bagher Hasanvand
Abstract
This study aimed to evaluate the effectiveness of a Philosophy for Children Course on aspects of students' school engagement. School engagement is a structure indicating that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental ...
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This study aimed to evaluate the effectiveness of a Philosophy for Children Course on aspects of students' school engagement. School engagement is a structure indicating 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 the intervention and control groups. In the current quasi-experimental, pre-test, and post-test study, the independent variable was the philosophy for children (P4C) program (ten 60 minute sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, cognitive, and agency engagements. To analyze the data ANOVA was used. The findings indicated that the score of all four aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program than those of 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.
Rogaiyeh Mehraban; Seyed.Davoud. Hosseininasab; Marziye Alivandivafa
Abstract
Mindfulness training optimally has positive effects on cognitive, emotional and behavioral processes. In mindfulness training, experiencing pure reality is taught which means mindfulness training helps one to find the here and now without judgment and to accept whatever is happening in each moment without ...
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Mindfulness training optimally has positive effects on cognitive, emotional and behavioral processes. In mindfulness training, experiencing pure reality is taught which means mindfulness training helps one to find the here and now without judgment and to accept whatever is happening in each moment without any comment. The aim of this study was to investigate the effectiveness of mindfulness training on aggression, mind rumination, and self-control in female students with low academic performance. This research adopted an applied and true experimental design with pre-test/post-test and a control group and the data were analyzed quantitatively. The statistical population included all female students of the Junior high schools in Tabriz with low academic performance in the academic year of 2021-22, estimated as 8395 people. First, through multi-stage cluster sampling, district 1 was selected from among the 5 educational districts of Tabriz and then three schools were selected from this district. Afterwards, through simple random sampling, 50 people were selected and randomly assigned to two groups with 25 participants as the experiemental and control groups. The experimental group received the intervention program of mindfulness training for 8 sessions of 2 hours while the control group continued its traditional method. The tools used to collect data included a self-control questionnaire (Tangney, Baumeister, & Boone, 2004), the aggression questionnaire (Buss & Perry, 1992), and the mind rumination questionnaire (Nolen-Hoeksema, & Morrow, 1991). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, multivariate analysis of variance test (MANOVA),
Tahmineh Changizi; Farah Naderi; Rezvan Homaei; Sasan Bavi
Abstract
Students with specific learning disorders (SLD) have major difficulties in learning and using listening, speaking, reading, writing, and math skills. The present study aimed to investigate the effectiveness of proprioception-enhancing exercises on dyslexia and dysgraphia in students with SLD. The research ...
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Students with specific learning disorders (SLD) have major difficulties in learning and using listening, speaking, reading, writing, and math skills. The present study aimed to investigate the effectiveness of proprioception-enhancing exercises on dyslexia and dysgraphia in students with SLD. The research method was quasi-experimental with a pretest-posttest design and a control group. The study population consisted of all girl and boy elementary school students (2nd and 3rd grades) with SLD who received educational and rehabilitation services from public and private centers for learning disorders in Ahvaz, Iran in 2022. Using convenience sampling, 30 students were selected and randomly assigned to the experimental and control groups (n= 15 per group). The participants in the experimental group received proprioception-enhancing exercises in twelve 45-minute sessions, whereas those in the control group received no intervention. The research instruments included the Reading and Dyslexia Test and Dysgraphia Test. The data were statistically analyzed using analysis of covariance (ANCOVA). According to the demographic results, the mean age of the students in the experimental and control groups was 8.64±2.31 and 8.30±2.47 years, respectively. The results showed that proprioception-enhancing exercises were effective in improving dyslexia and dysgraphia in students with SLD (p<0.01). It can be hence concluded that proprioception-enhancing exercises improve not only dyslexia and dysgraphia in students with SLD but also their academic performance.
Razieh Saadat; Fariborz Dortaj; Fateme Ghaemi; Bita Nasrollahi
Abstract
This study investigated the green therapy training package and its effectiveness on the function of the frontal part and mirror neurons in hyperactive children. A quasi-experimental study was conducted with a pre-test and post-test design for this purpose. This study's statistical population included ...
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This study investigated the green therapy training package and its effectiveness on the function of the frontal part and mirror neurons in hyperactive children. A quasi-experimental study was conducted with a pre-test and post-test design for this purpose. This study's statistical population included all hyperactive students aged 7-9 living in Tehran in 2021-2022. This study's objectives indicated that the sample was 31 children diagnosed with hyperactivity by the Connors test, who were selected by the available sampling method and randomly divided into two experimental (15) and control (16) groups. Also, children received the intervention for nine sessions of 60 minutes (2 sessions per week) and the experimental group parents were trained. The data were analyzed using MANCOVA analysis, and the results showed that green therapy training has a significant effect on the function of frontal and mirror neurons.
School Psychology
Ataollah Mahmodi; Yahya Yarahmadi; Omid Moradi
Abstract
Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement ...
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Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement and the sense of belonging to the school of the senior high school students. The research was developmental in nature, with a sequential exploratory mixed-method design adopting meta-synthesis and quasi-experimental approach. The research scope included all scientific articles and documents published from 2011 to 2021. The validity of the articles was checked via the CASP, the validity and reliability of the meta-synthesis was checked by the Laushe and the Scott’s pi tests respectively. Finally, to implement the educational intervention, 40 male and female senior high school students of Bukan were selected by standardized random sampling method and assigned to two groups of experimental and control. The research instruments included Rio's academic engagement questionnaire (2013), Brown and Evans' (2002) sense of belonging to school questionnaire as well as the researcher designed reverse learning package. Based on the meta-synthesis of the related studies, 4 categories, 8 concepts, and 23 codes for reverse learning were discovered, labeled, and confirmed based on which, a training package was designed and implemented in 10 sessions of 45 minutes. The results showed that reverse learning model has a positive and significant effect on students' academic engagement and belonging to school (sig<0.05).
Learning
Fatemeh Ghameshlouei; Mahya Rahimzadeh; Parvin Kadivar; Saeideh Akbari
Abstract
This research examined the effect of teaching art (motivational painting) on preschool students’ cognitive creativity and social skills. The research design of this quasi-experimental study includeda pretest-posttest with a control group. 60 students aged 6 years old were selected by ...
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This research examined the effect of teaching art (motivational painting) on preschool students’ cognitive creativity and social skills. The research design of this quasi-experimental study includeda pretest-posttest with a control group. 60 students aged 6 years old were selected by purposive sampling from all preschools and kindergartens in Tehran and divided into an experimental group (15 boys and 15 girls) and a control group (15 boys and 15 girls). The experimental group was subjected to the teaching art program of motivational paintings (Silver, 2000) for 12 sessions, two sessions a week, each 45 minutes. Cognitive creativity and social skills were measured by the Torrance Test of Creative Thinking [form B, 1974] and the Social Skills Rating Scale of Gresham and Elliot [parents' form, 1990]. The results were analyzed by Analysis of covariance (ANCOVA), T-test, and Spearman's correlation coefficient. The findings indicated that motivational painting instruction had significant positive effects on the students’ cognitive creativity (p<0.01) and two subscales of social skills, namely cooperation and responsibility. The research showed that teaching motivational painting can be used by instructors as a useful and productive method to develop new curricula in order to escalate the positive creativity and social skills of learners in pedagogical institutions.
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 in 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 in 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 questionnaire 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.
Mohammad Arab ameri; Parvin Kadivar
Abstract
Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic ...
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Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.
Nazanin Mohammadi; Soghra Ebrahimi Ghavam; Fariborz Dortaj
Abstract
The current study aimed to propose a model for academic emotions based on the quality of parent-child relationships by the mediation of the psychological capital. It was conducted as a descriptive-correlation study and the data were analyzed using the structural equation modeling. The statistical population ...
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The current study aimed to propose a model for academic emotions based on the quality of parent-child relationships by the mediation of the psychological capital. It was conducted as a descriptive-correlation study and the data were analyzed using the structural equation modeling. The statistical population consisted of all the 10th-grade female students in the 5th district of Tehran during 2016-17 with a population of about 4,000 students, of which Four hundred of them were randomly selected using multi-stage cluster sampling. Fine, J. Morland and Schubel Parent-Child Relationship Scale (PCRS) (1983), Lutans and Avilo Psychological Capital Questionnaire (PCQ) (2007), and Pekrun, Goetz, and Frenzel Academic Emotion Questionnaire (AEQ) (2005) were used to collect data. The data were analyzed using SPSS and LISREL (p<0.05). The results showed that academic emotions were directly affected by the quality of father-child and mother-child relationships and the psychological capital. Moreover, the quality of parent-child relationships indirectly affected academic emotions by the mediation of the psychological capital. The findings of this study can be applied to increase students' positive emotions and decrease their negative emotions by improving the quality of parent-child relationships and the psychological capital variables (i.e., self-efficacy, hope, resilience, and optimism).
Learning
Maryam Azizi; Hossein Heidari Tabrizi; Ahmadreza Lotfi
Abstract
The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, ...
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The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers’ pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers’ intellectual peculiarities at different stages of a teaching career.
Learning
Aniseh Jabbary Daneshvar; Seyed.Davoud. Hosseininasab; masoomeh Azmoodeh
Abstract
The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on aggression and assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The ...
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The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on aggression and assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary schools, of whom 45 male students were randomly assigned to two experimental and one control groups (15 per group) using convenience sampling. The Shahim Aggression Questionnaire for Elementary School Students (2006) and the Gmbryl and Ritchie’s Assertiveness Questionnaire (1975) were used to collect data. After the pre-test, one of the experimental groups received a play therapy program while the other group received narrative therapy. Afterward, all the groups sat for a post-test. Moreover, although the control group did not receive any therapy, they were required to participate in pre-and post-tests and complete the questionnaires. The covariance analysis revealed a significant difference in aggression and assertiveness between cognitive-behavioral play therapy, narrative therapy and the control groups (0.001). Narrative therapy was more effective at reducing aggression than cognitive-behavioral play therapy, with an effect size of 69%. Additionally, narrative therapy was more effective than play therapy at increasing assertiveness, with an effect size of 74%. Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.
Akram Ehtesabi; Salar Faramarzi; Parvin Ehteshamzadeh; Saeed Bakhtiarpour; Amir Ghamarani
Abstract
The present study aimed to investigate the effectiveness of the Delis–Kaplan Executive Function System (D–KEFS) and Dawson–Guare program on neuropsychological functions in students with dyslexia. This was a quasi-experimental study with a pretest-posttest design, a control group, and ...
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The present study aimed to investigate the effectiveness of the Delis–Kaplan Executive Function System (D–KEFS) and Dawson–Guare program on neuropsychological functions in students with dyslexia. This was a quasi-experimental study with a pretest-posttest design, a control group, and a follow-up period. The statistical population included all boy and girl third-graders in Tehran within the 2018–2019 academic year. Based on the inclusion criteria, convenience sampling was employed to select 45 dyslexic students from all the boy and girl third-graders with dyslexia. The Raven IQ Test for Children (1983) and the Reading and Dyslexia Test (2016) was conducted for screening, and the Conners’ Continuous Performance Test (2004) was utilized for assessment before and after interventions. The first experimental group received 17 sessions based on the D–KEFS, whereas the second experimental group received 17 sessions in the Dawson–Guare Program. The ANCOVA was then used in SPSS-24 for data analysis. The mean of the post-test and follow-up scores of neuropsychological functions in the D–KEFS and Dawson–Guare Program groups significantly decreased compared to the control group (p<0.01). Moreover, the D–KEFS intervention improved neuropsychological functions further than the Dawson–Guare Program (p<0.05). Based on the findings, it can be concluded that there is a high correlation between enhancing executive skills in dyslexic children and improving their neuropsychological functions. It is possible to enhance neuropsychological functions, which underlie the reading skill, in dyslexic children through interventions that target a wide variety of executive functions.
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.
