School Psychology
Nazanin Noorshahi; Taher Tizdast; Mohammad Ali Rahmani
Abstract
The present study aimed to investigate the association between academic self-actualization, self-regulation, and classroom socio-psychological climate with students' academic motivation with the mediation of achievement emotions in high school students. The statistical population of this cross-sectional ...
Read More
The present study aimed to investigate the association between academic self-actualization, self-regulation, and classroom socio-psychological climate with students' academic motivation with the mediation of achievement emotions in high school students. The statistical population of this cross-sectional correlational study consisted of all high school students in Tehran in 2019, with 485 students selected using multistage cluster sampling. The research instruments included the Academic Motivation Scale (AMS), Self-Actualization Scale (SAS), Motivated Strategies for Learning Questionnaire (MSLQ), Classroom Socio-psychological climate, and Achievement Emotions Questionnaire (AEQ). Data were analyzed by structural equation modeling (SEM) in SPSS and Lisrel software. The results showed that academic self-actualization, achievement emotions, and classroom socio-psychological climate had a positive association with academic motivation in the high school students (p<0.01). Moreover, there was a significant association between self-regulation and academic motivation among the students (p<0.01). The findings indicated that academic self-actualization, self-regulation, and classroom socio-psychological climate had an effect on students' academic motivation, with achievement emotions acting as a mediator (p<0.01).
Saleh Rafiee; MohammadVahid MehrPour; Ali Kashi
Abstract
The purpose of the present study was to examine the effect of observational expert and beginner model on learning basketball free throw skill in those with different levels of imagination capability. For this purpose, 30 students with high imagination capability and 30 students with low imagination capability ...
Read More
The purpose of the present study was to examine the effect of observational expert and beginner model on learning basketball free throw skill in those with different levels of imagination capability. For this purpose, 30 students with high imagination capability and 30 students with low imagination capability were selected among volunteered students and divided into 6 groups. The free throw accuracy and model were measured with 10 throws at the pre and post-test stages. At the exercise stage, the participants also performed 240 throws based on the specific protocol of the group. The experimental groups watched the video of the Expert or beginner model at the beginning of each exercise block while the control group did not watch any kind of video. The results of multivariate covariance analysis showed that the accuracy and the model of throws in different groups were significantly different. Those with high imagination capability benefit more from observational learning and learned better than those with low imagination capability. Also, those with high imagination capability significantly benefit from Expert model observation. The results of this research show that in addition to the characteristics of the observed model, which can have a great impact on observational learning, the observers’ characteristics are also very influential in this. One of these effective characteristics was the individual's imagination ability; people with lower abilities were more likely to encounter problems with the use of observational learning. Therefore, developing of individual's imagination ability is necessary for this type of learning.
Marzieh Mobtada; Ali Akbar Seif
Abstract
The purpose of this study was to investigate the role of informal English language teaching in childhood on English knowledge and attitude towards English language in adulthood. The research design was of a causal-comparative nature. The statistical population included all the first-year undergraduate ...
Read More
The purpose of this study was to investigate the role of informal English language teaching in childhood on English knowledge and attitude towards English language in adulthood. The research design was of a causal-comparative nature. The statistical population included all the first-year undergraduate students of Islamic Azad Universities who had been studying humanities in the academic year of 2015-2016. A sample size of 200 students was selected by multistage cluster sampling method. The research tools were English knowledge test and attitude questionnaire which were developed by the researcher. Statistical analyses using MANOVA was implemented. Findings revealed that the informal English language teaching in childhood, as compared to its absence, leads to more English knowledge and improves attitude towards the English language in adulthood. Based on the obtained results, it is recommended that English language learning should not only start at an earlier age but it should also and be taught informally.
Afsheen Rezai; Ehsan Namaziandost
Abstract
The contributions of computer self-efficacy (CSE) to university students’ learning anxiety (LA) in online classes (OCs) has largely remained unexplored in the higher education context of Iran. Thus, this mixed-methods study aims to inspect the correlation between Iranian university students’ ...
Read More
The contributions of computer self-efficacy (CSE) to university students’ learning anxiety (LA) in online classes (OCs) has largely remained unexplored in the higher education context of Iran. Thus, this mixed-methods study aims to inspect the correlation between Iranian university students’ CSE and LA from both quantitative and qualitative perspectives. For this purpose, a total of 290 undergraduate students, including male students (n = 64) and female students (n = 226) for the quantitative part and a sample of 18 undergraduate students, consisting of male students (n = 7) and female students (n = 11) for the qualitative part were chosen through a random sampling method at Ayatollah Borujerdi University, Iran. The participants were asked to fill out a Computer Self-Efficacy Questionnaire, an Anxiety in Online Classes Questionnaire, and a reflective written statement. The collected data were analyzed using a Pearson correlation coefficient test, a multiple regression analysis test, and a thematic coding approach. Findings documented that the participants’ CSE and LA were negatively correlated in OCs. Additionally, the results indicated that the participants’ LA was mainly affected by advanced and beginning factors of CSE. Furthermore, the qualitative findings yielded five overarching themes, including ‘high CSE leads to more risk-taking’, ‘high CSE leads to increased motivation’, ‘high CSE leads to useful experiences’, ‘high CSE leads to accessing additional knowledge sources’, and ‘high CSE leads to increased self-regulation’. The study concludes by offering some implications for pertinent stakeholders.
Learning
Marjan Sadat Ghazizadeh; Khadijeh Abolmaali; Hayedeh Saberi; Hossein Ebrahimi Moghaddam
Abstract
This research aimed to examine the effectiveness of a creativity training program on the executive functions of preschool children. The research method employed a quasi-experimental design with pre-test, post-test, one-month follow-up, and a control group. The population consisted of five to six-year-old ...
Read More
This research aimed to examine the effectiveness of a creativity training program on the executive functions of preschool children. The research method employed a quasi-experimental design with pre-test, post-test, one-month follow-up, and a control group. The population consisted of five to six-year-old children in the preschool stage in District One of Tehran during the academic year 2021-2022. The sample size was selected based on Cohen's table with an effect size of 0.5 and a test power of 0.8, equaling 15 participants for each group. 30 children who met the entry criteria were identified and randomly replaced in two control and experimental groups. Participants completed such computer-based tests as Hungry Donkey Task, Tower of Hanoi, Continuous Performance Test, and N-Back Spatial Working Memory. During this period, the control group followed their normal daily schedule. Data was analyzed using mixed analysis of variance. The results indicated that the creativity training program significantly influenced decision-making, problem-solving, continuous attention, and spatial working memory. It is suggested that child psychologists and people dealing with preschool children use creativity training to enhance executive functions in preschool children.Keywords: Creativity training, Executive functions, Preschool children.
Language Psychology
Sara Kalani; Seyyed Mohsen Asgharinekah; Ali Ghanaei Chamanabad
Abstract
Dyslexia is one of the neurodevelopmental disorders with interdisciplinary dimensions. The study aimed to evaluate the effectiveness of computer-based Linguistic Games on semantic and phonological awareness of students with dyslexia. The study adopted a quasi-experimental design using pretest-posttest ...
Read More
Dyslexia is one of the neurodevelopmental disorders with interdisciplinary dimensions. The study aimed to evaluate the effectiveness of computer-based Linguistic Games on semantic and phonological awareness of students with dyslexia. The study adopted a quasi-experimental design using pretest-posttest and a control group. The population of the study included all male students in the second grade with dyslexia, who were studying in the centers of learning disabilities in Mashhad- Iran. The research sample consisted of 20 students selected via convenient sampling method. The participants in the experimental group received 10 sessions of 45 minutes for training through the CBLG while the participants in the control group received the conventional training of learning disabilities in the centers. Language Development Test (TOLD-P3) was used in the pre-test and post-test to assess the semantic and phonological awareness of the students. The results of covariance (ANCOVA) showed that there was a significant difference between the mean scores of phonological (P< 0.05) and semantic (p< 0.001) awareness of the experimental and control groups. According to the findings, it became clear that training using educational linguistic games software package was more effective than conventional methods concerning the performance of semantic and phonological awareness.
Raziyeh Norozbakhsh; Touraj Hashemi; AKbar Rezaie
Abstract
The present study aims to identify the effectiveness of cognitive rehabilitation on different types of attention in the third-grade students with specific learning disabilities (reading) considering moderating role of gender. As a quasi-experimental research, the study uses pretest-posttest design with ...
Read More
The present study aims to identify the effectiveness of cognitive rehabilitation on different types of attention in the third-grade students with specific learning disabilities (reading) considering moderating role of gender. As a quasi-experimental research, the study uses pretest-posttest design with control group. Façade testing, a helpful tool to identify the reading difficulties and dyslexia in elementary school, is performed to determine the research sample among the third-grade students in Tabriz. The students who score above average survey response rate are identified as specific learning-disability learners (reading). Among these students, 60 (four groups of 15) are selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15, one group female students and the other male students who received cognitive rehabilitation training program) and two control groups. Cognitive rehabilitation training is delivered through Smart Sound training software (8-level computer-based cognitive rehabilitation in reading disorder). Attention is also measured by focused/sustained attention and scattered attention test designed in Sina Institute. To analyze the data, multivariate analysis of covariance is used. The results indicate cognitive rehabilitation is effective in focused/sustained attention, scattered attention, and reaction time in specific learning-disability students and gender does not have a moderating effect. Accordingly, cognitive rehabilitation does not have meaningful effect in the increase of focused attention, scattered attention and reaction time in male and female students.
Hamid reza Ghobadirad; Ali Akbar Jabbari
Abstract
The present study aimed to investigate Mazandarani-Persian Bilinguals' L3 learning of simple present tense to see whether their L1, L2, or dominant language of communication affect their L3 learning. To this end, 90 male and female students, with the mean age of 14.5 were selected from among the elementary ...
Read More
The present study aimed to investigate Mazandarani-Persian Bilinguals' L3 learning of simple present tense to see whether their L1, L2, or dominant language of communication affect their L3 learning. To this end, 90 male and female students, with the mean age of 14.5 were selected from among the elementary L3 learners of English. The participants were assigned into three groups of L1 Mazandarani/L2 Persian/ L3 learners of English. The first group had Mazandarani as the dominant language of communication while the second and the third group had Persian as the dominant language of communication. The Grammaticality Judgment Task and Oral Translation Task were used to check the participants' production and comprehension of the target structure. The results of the Kruskal Wallis and the Mann Whitney U tests showed that the dominant language of communication, irrespective of its status as the first or second language, was the primary source of cross-linguistic influence in learning simple present tense at the initial stages of learning this tense.
Rajab Esfandiari; Omid Allaf-Akbary
Abstract
Many scholars have long contributed to making the instruction of oral production more effectively. This study compared three task types (information-gap, reasoning-gap, and opinion-gap tasks) and two cognitive styles (field-independence and field-dependence) regarding their effects on English as a foreign ...
Read More
Many scholars have long contributed to making the instruction of oral production more effectively. This study compared three task types (information-gap, reasoning-gap, and opinion-gap tasks) and two cognitive styles (field-independence and field-dependence) regarding their effects on English as a foreign language (EFL( learners’ oral production linguistic complexity. The current study was quantitative in research methodology and followed the comparison group design. Initially, 230 Iranian learners were selected using convenience sampling. After the participants sat the proficiency test, the number of participants was reduced to 180 BA students at the university of Mohaghegh Ardabili and Islamic Azad University, Ardabil Branch. They were randomly divided into six experimental groups. Two groups were randomly assigned to field-independent (FI) and field-dependent (FD) information-gap tasks, the next two groups to FI and FD reasoning-gap tasks, and the other two groups to FI and FD opinion-gap task types. Each group consisted of 30 advanced EFL learners and was taught oral production using one of the above-mentioned task types. Michigan test of English Language Proficiency test (Phakiti, 2003) and group embedded figures test (Witkin et al., 1971) were used to determine proficiency level and measure cognitive styles. A two-way ANCOVA (analysis of covariance) procedure was run to examine the data. The results revealed significant differences among task types and cognitive styles, with FD learners and opinion-gap task being the most effective on EFL Learners' oral production linguistic complexity. The interaction between cognitive styles and task types is more likely to account for language learners’ oral performance.
Mahnaz Akhavan Tafti; Salehe Piryaei; Elahe Jarrahi
Abstract
The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children ...
Read More
The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables. Then, Structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills mediated by cognitive/executive functions were positively related to academic performance in children in the final model. Increase in academic performance was found when children are capable of better utilizing executive function strategies at academic settings. Thus, it is evident that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning.
School Psychology
Fatemeh Razm; Fariba Hafezi; Fatemeh Sadat Marashian; Farah Naderi; Zahra Dashtbozorgi
Abstract
Identifying the contributors to students’ academic performance and progress creates an approach for planning, developing, and perfecting educational programs. The present study aimed to investigate the effectiveness of flipped teaching and problem-solving methods on the sense of responsibility ...
Read More
Identifying the contributors to students’ academic performance and progress creates an approach for planning, developing, and perfecting educational programs. The present study aimed to investigate the effectiveness of flipped teaching and problem-solving methods on the sense of responsibility and problem-solving ability in mathematics among female high school students in Ahvaz. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz in 2019. Using the convenience sampling method, 75 students were selected and randomly divided into two experimental groups (flipped teaching and problem-solving method) and a control group (n= 25 per group). The control group received the traditional teaching method. The research instruments included the Responsibility Questionnaire and Problem-Solving Style Questionnaire. Analysis of covariance was used to analyze the data. The results showed that there was a significant difference between the experimental and control groups in productive and unproductive problem-solving styles among the students (p < 0.01). Also, the flipped teaching and problem-solving methods increased the sense of responsibility in the students, compared to the traditional method. According to the results, the effectiveness of flipped teaching was more effective compared to problem-solving methods on the productive and unproductive problem-solving styles and sense of responsibility. Consequently, the flipped teaching and problem-solving methods can be used to promote problem-solving styles and a sense of responsibility among students.
School Psychology
Zahra Hajmohammadi; kobra Hajializadeh; Roghayeh Arteshdar
Abstract
This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research ...
Read More
This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.
Samieh Fakhary Nejad; Mina Mojtabaie; Malek Mirhashemi
Abstract
This study aimed to compare the effectiveness of yoga training with emotion regulation training on students' working memory and cognitive flexibility. The research methodology was quasi-experimental designed as pretest and posttest with control and follow-up groups. Entire second-grade female high schoolers ...
Read More
This study aimed to compare the effectiveness of yoga training with emotion regulation training on students' working memory and cognitive flexibility. The research methodology was quasi-experimental designed as pretest and posttest with control and follow-up groups. Entire second-grade female high schoolers in the 2nd District of Tehran, during 2018-19 academic year, constituted study’s statistical population, of whom 54 students were chosen using cluster random sampling method, and randomly assigned into three groups. The pretest of N-back and Denis and Wenderval’s cognitive flexibility (2010) was administered for all three groups; and then the experimental groups received yoga training and emotion regulation intervention and finally posttest was implemented followed by 4-week follow-up test. Data analysis used by analysis of variance with repeated measurements exhibited that, both trainings significantly resulted in an increase in components of Different recognition and recognition time of working memory and cognitive flexibility (p≤/001). Yoga training had more effect on the component of different recognition and psychological flexibility than on emotional regulation training (p≤/001), while the impact of both two interventions had not a significant difference on the component of recognition time.
Learning
Roshan Ahmadi; Shahin Ahmadi
Abstract
The aim of the research was the effect of educational digital games on creativity, motivation and academic progress in the mathematics lesson of the first elementary school students. The research method is a semi-experimental type of pre-test-post-test with control group, And the statistical population ...
Read More
The aim of the research was the effect of educational digital games on creativity, motivation and academic progress in the mathematics lesson of the first elementary school students. The research method is a semi-experimental type of pre-test-post-test with control group, And the statistical population included all the students of the first grade of elementary school in Islam-Shahr city. The sample size consisted of 72 people (36 people in the experimental group and 36 people in the control group) who were selected by the available method. The measurement tools included the Torrance Form A creativity test, the mathematical motivation questionnaire, and tests to measure knowledge, attitude and mathematical skills. The reliability of each tool was obtained as 0.80, 0.709, 0.82, 0.94 and 0.85 respectively. The experimental variable was implemented in three steps "group game", "exploration" and "individual game" in 12 sessions for the experimental group.Descriptive statistics and inferential statistics such as Kolmogorov-Smironov, Levin and Box test and multivariate covariance analysis were used for data analysis. The results showed; Education using digital educational games has been effective on creativity (fluidity component), mathematical motivation (desire, avoidance) and academic progress (knowledge, attitude and skill) of students. And there was a significant relationship between these variables; However, no significant difference was observed between the two experimental and control groups in the components of expansion, flexibility and innovation related to the variable of creativity.
Somayeh Bakhshi; Jaleh Bagherli; Saleh Rafiee
Abstract
This study attempted to investigate the effect of over-learning and off-line different periods on stabilization-based consolidation process and proactive interference in explicit motor memory. Previous experiences can affect future performance. However, it is not clear how much exercise is needed to ...
Read More
This study attempted to investigate the effect of over-learning and off-line different periods on stabilization-based consolidation process and proactive interference in explicit motor memory. Previous experiences can affect future performance. However, it is not clear how much exercise is needed to stimulate these effects, and what is the best offline period between workouts to prevent interference? In this research, the performance of 40 female students, who were between 20-30 years old and had been called to attend in the test voluntarily, was studied in two offline Periods of 5 minutes and 24 hours between the first (forehand) and the second (backhand) strokes. Data were analyzed using a variance analysis test with repeated measurement tests and a Tukey follow-up test. Two main findings emerged from the study. Firstly, it was determined that offline period (5 minutes and 24 hours) are not effective on the learning of the second task. The second finding was that overlearning performed consolidation in both of the offline Periods (24 hours and 5 minutes) and the learning of backhand stroke became resistant to anterograde interference. These results suggest that learning can play an important role in explicit motor memory, but offline period cannot make learning resistant to interference.
Seyedeh Narges Abdollahi Keivani; Khadijeh Abolmaali
Abstract
Emotional-behavioral problems are common in preschool-children and might have some destructive effects on them as well as others. Sand tray therapy is an effective technique that encourages children to express their thoughts, feelings, and conflicts through symbolic expression and story. In this technique ...
Read More
Emotional-behavioral problems are common in preschool-children and might have some destructive effects on them as well as others. Sand tray therapy is an effective technique that encourages children to express their thoughts, feelings, and conflicts through symbolic expression and story. In this technique a person has an opportunity to resolve conflicts, remove obstacles, and gain acceptance of self. The purpose of this research was to determine the effect of sand tray therapy on reducing emotional-behavioural problems among preschool children. A randomized controlled trial method was applied in this research. The statistical population consisted of preschool children who suffered from behavioural-emotional problems in Tehran in 2016. Three centers were randomly selected from preschool centers in Tehran. The scale of Child Behaviour Checklist (CBCL) was completed by parents. 24 children whose scores placed between the boundary range of 65<T<69 and clinical condition of T>69 were identified and they were randomly assigned to experimental and control groups (12 in per group). The experimental group was individually treated using the sand tray, but the control group did not receive any treatment. ANCOVA test was used for data analysis by SPSS 22. The results showed that sand tray therapy could reduce anxiety/depression and social problems (in the area of emotional problems) and aggression (in the area of the behavioral problem) in preschool children significantly. According to the results, it is recommended that child psychologists apply the sand tray therapy for reduction some of emotional-behavioural problems such as anxiety, depression, and social problems in preschool children.
Somaye Jamali Paghale; Moluk Khademi Ashkzari; Mahnaz Akhavan Tafti; Ahmad Abedi
Abstract
The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children ...
Read More
The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using clustered sampling. The sample consists of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions were conducted in the experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) was used to measure research variables. Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Early education can have the main role in self-regulation among children. Thus, it is indicated that effective self-regulation provides a foundation for positive classroom behavior and academic achievement
Zohre Jafarkhani; Alireza Manzari Tavakoli; Hamdollah Manzari Tavakoli; Vida Razavi
Abstract
The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all ...
Read More
The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all the high school students in the second district of Kerman consisting of 3900 students in the academic year of 2018. According to the Morgan table, 350 students selected through stratified random sampling methods were selected as the sample. To collect the data, Buffard et al. (1994) self-regulation questionnaire, as well as Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habit questionnaires were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); a significant relationship between the developmental motivation and the study habits (p <0.05); and between the study habits and the self- regulation (p <0.05). Also, it was found that study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).
Maryam Majidi; Khadijeh Abolmali Alhosseini
Abstract
The study was conducted with the aim of predicting educational hope based on the perceived parent-child relationship and socioeconomic status through self-esteem mediation in female high school students in the 19th district of Tehran during the academic year of 1396-97. The research method was descriptive-correlational. ...
Read More
The study was conducted with the aim of predicting educational hope based on the perceived parent-child relationship and socioeconomic status through self-esteem mediation in female high school students in the 19th district of Tehran during the academic year of 1396-97. The research method was descriptive-correlational. 200 students were randomly selected using cluster random sampling. Copepool and Kawon (2001)’s socioeconomic status and Rosenberg’s self-esteem (1965) and Mark Fine et al. (1983)’s perceived parent-child relationship questionnaires were Completed. Statistical analysis of structural equation modeling using AMOS software was used to analyze the data. Findings showed that the direct effect of parent-child relationship perception and self-esteem on academic achievement was positive and significant, but the direct effect of socioeconomic status on academic hope was insignificant but significant on self-esteem. The indirect effect of the parent-child relationship and socioeconomic status on academic self-esteem mediation was also significant. Based on the findings of the study, the role of teenage female-parent relationship in the hope of education and self-esteem of adolescent females was emphasized. In addition, socioeconomic status plays an important role in explaining the student's education and self-esteem.
Marzieh Soozandehfar; Seyyed Mohammad Ali Soozandehfar
Abstract
This study attempted to examine the extent to which university instructors contributed as obstacles or facilitators to developing critical thinking skills in undergraduate, graduate, and doctorate students. To this end, six university classes, two classes from each of the above-mentioned programs, were ...
Read More
This study attempted to examine the extent to which university instructors contributed as obstacles or facilitators to developing critical thinking skills in undergraduate, graduate, and doctorate students. To this end, six university classes, two classes from each of the above-mentioned programs, were selected randomly from the Department of Foreign Languages and Linguistics in a State University. The corpus of the study was collected via video recordings during a semester. Vygotsky’s (1978) sociocultural theory was utilized to interpret the data. The results revealed that instructors in BA and one of MA classes were facilitators of critical thinking skills, while those in the other MA class and both Ph.D. classes acted more as obstacles to such skills. This finding contradicted the expectations of the researcher who, based on Fisher’s (2005) arguments, believed that thinking skills should be more developed at tertiary levels by instructors, particularly as one moves from bachelor to master and doctoral levels, which are more about frontiers of knowledge. The implications of the study pointed to the vital role of the university instructors in promoting thinking skills by decreasing interruptions, increasing wait-time, asking referential questions, and using selective repair.
Majid Akhshabi; Yeganeh Moradi; Fariborz Dortaj
Abstract
Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and ...
Read More
Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and promoting creativity, self-confidence, motivation, and cognitive skills and students' self-directed learning has been considered an important and effective strategy. To this end, the present research investigated the music and melodic teaching impact on the math learning progress of the third-grade elementary school students in Tehran. The research adopted a quasi-experimental design with the experimental and control group. The statistical population included about 20,000 third-grade students in region 1 of Tehran that were selected as available sampling from two Rastar and Meysam Tamar schools, from which 30 students were randomly assigned to the experimental and control groups (15 in each group) as the study sample. Both groups learned the same and the specified concepts. However, the experimental group learned these concepts using music and melodic teaching while the control group learned these concepts using the lecture-based teaching method and the final math scores of the students were used in the analyses. As the instrument, a demographic information questionnaire, the mathematic motivation questionnaire, a progress test and an achievement test were used in this study. The results of covariance analysis showed that teaching math using music and melodic method has a significant positive impact on elementary school students’ math learning (70.8%) and more motivated learning (86%). Therefore, it can be concluded that by using melodic teaching in teaching math concepts can be more effective than traditional teaching methods.
Ali Rahaei; Ali Taghvaei; Reza Rezaei
Abstract
This study aimed to determine the effect of educational packages based on executive functions on students' working memory. This was a quasi-experimental pretest-posttest study with a control group. In this study, the statistical population was all fifth-grade male students of Shahreza city located in ...
Read More
This study aimed to determine the effect of educational packages based on executive functions on students' working memory. This was a quasi-experimental pretest-posttest study with a control group. In this study, the statistical population was all fifth-grade male students of Shahreza city located in Iran in the academic year 2020-2021. A boys' primary school and 40 students were selected using the available sampling method randomly. Experiments and controls were replaced in two groups of 20 people. The experimental group underwent 10 sessions of training based on executive functions; The control group did not receive any intervention. The data collection process was performed in the pre-test and post-test stages with Daniman and Carpenter's (1980) working memory scale for all participants in two groups. The collected data were analyzed by the ANCOVA method. ANCOVA results showed that performance-based education increased the working memory of students in the experimental group compared to the control group in the post-test (P<0.05). According to the results, the educational package based on executive functions can be used to increase the working memory of students in schools and educational centers.
Hassan Shahrakipour
Abstract
The present study aims to predict the role of learning approaches, studying strategies, metacognitive strategies, and reflective thinking on students’ academic achievements. A cross-sectional analytical study was carried out in Iran. The statistical population encompasses the all 5000 students ...
Read More
The present study aims to predict the role of learning approaches, studying strategies, metacognitive strategies, and reflective thinking on students’ academic achievements. A cross-sectional analytical study was carried out in Iran. The statistical population encompasses the all 5000 students at Roudehen Islamic Azad University throughout 2020-2021. According to Morgan's Table, the sample size was estimated to be 384 persons. Five standard questionnaires including studying strategies, learning approaches, metacognitive strategies, reflective thinking and academic achievement were used for data gathering. Structural equations based on partial least squares were used to analyze the data. The results showed a moderate relationship between learning approaches and metacognitive strategies while a significant relationship was observed between learning approaches, studying strategies, and reflective thinking (P<0.05). There was also a weak relationship between learning approaches and academic achievement. Beside, a moderate relationship was observed between metacognitive strategies and academic achievement, and a significant relationship was revealed between reflective thinking and academic achievement. Numerous factors affect academic achievement. Managers and families by recognizing these variables and providing appropriate conditions could smooth the rate of success for students.
Marzieh Souzandehfar; Seyyed Mohammad Ali Soozandehfar
Abstract
Multimodal Discourse is a theory of communication in multimedia. The notion of modes refers to semiotic resources which allow the simultaneous realization of discourses and types of (inter)action. Media are the material resources being used for the production such as music, language, and images. ...
Read More
Multimodal Discourse is a theory of communication in multimedia. The notion of modes refers to semiotic resources which allow the simultaneous realization of discourses and types of (inter)action. Media are the material resources being used for the production such as music, language, and images. This study examined Iranian EFL learners’ perception of multimodal texts. The objective of the study was to examine how Iranian EFL learners utilized their general literacy practices and multimodal repertoires to develop their meaning-making process. The participants were 18 intermediate EFL learners attending Iran Language Institute (ILI), and were exposed to advertisement materials. They were asked to reconstruct their perceptions both visually and verbally. The participants’ responses were analyzed according to the social semiotics model suggested by Kress and van Leeuwen (2001). Results revealed that the participants made contextualized perceptions of the advertisement materials indicating their sociocultural framework. Moreover, applying multimodal knowledge, the students promoted their learning status via transformative self-affected strategies. Multimodal/multiliteracies pedagogy could promote EFL students' critical literacy practices to develop new worldviews and question the imposing discursive moments.
Mohammad Abbasnejad; Negar Kamali
Abstract
Learning vocabulary has always been a major concern for language learners. The current research was implemented to find out the kinds of Vocabulary Learning Strategies (popular, somehow popular, and unpopular) in Schmitt’s new taxonomy (DET, SOC, COG, MEM, MET) used by English-major students. Fifty ...
Read More
Learning vocabulary has always been a major concern for language learners. The current research was implemented to find out the kinds of Vocabulary Learning Strategies (popular, somehow popular, and unpopular) in Schmitt’s new taxonomy (DET, SOC, COG, MEM, MET) used by English-major students. Fifty advanced English-major students at Shahid Bahonar University of Kerman participated in this study. To this purpose, Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) and the last level of his Vocabulary Levels Test (VLT) were used as the instruments. It was found that MEM was the most frequently used category and SOC the least frequently used one. Furthermore, COG, DET, and MET were the second, third and fourth categories respectively. The results of the study can be used by various people involved in language education including materials developers, language teachers, administrators, and other stakeholders.
