Fatemeh Shahkarami,; Farah Naderi; Saeed Bakhtiarpoor,
Abstract
The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate ...
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The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate students in the experimental subgroup of October entrance of Khorramabad State Universities (Lorestan University and Medical Sciences) in the academic year 2021-2022. 300 people were selected as a sample. To evaluate the performance of students in the entrance exam, from the average percentages obtained in the entrance exam courses in 2019-2020, from the level score of students in the entrance exam and from a questionnaire Self- construal of Hardin, Leong & Bhagwat (2004), Adult Raven IQ test & Academic adjustment of Anderson, Guan & Koc (2016) were used for data collection in this study. The proposed model was evaluated using a path analysis. The results showed that all of the direct paths, except IQ path whit entrance exam performance, were significant. Also indirect pathways were significant IQ and self- construal with entrance exam performance with mediating role of academic adjustment and also, self- construal with entrance exam performance with mediating role of academic adjustment. Based on the results of this study, the proposed model has a good fit and is an important step in identifying the factors affecting students' entrance exam performance.
parvaneh nahravanian; Parviz Asgari; Fariborz Dortaj; Farah Naderi; saeed bakhtiarpoor
Abstract
The purpose of this study was to determine the effect of cognitive training on working memory and sustain attention of anxious children. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, ...
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The purpose of this study was to determine the effect of cognitive training on working memory and sustain attention of anxious children. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, using cluster sampling, 358 students were selected and anxiety test was performed on them, which 137 students with high anxiety were selected. In the second stage, 76 students were selected according to the entry criteria, and Raven's intelligence test was employed to match the intelligent subjects; finally, 44 students were selected as a study sample and were randomly placed in two experimental and control groups and at the end, the data of 36 subjects were analyzed. In order to match the participants, Raven's intelligence test and Manifest Anxiety were used and the research tools were, N-back Memory Test concentration & diffuse attention test of at the beginning, a pre-test of working memory and precise, focused and scattered execution was performed for all participants. Then, the test group received 10 sessions of 45-minutes training in 5 weeks and at the end, both groups completed the post-test multivariate covariance analysis was used to test the hypotheses in the study and the analysis of the result indicates the effect of cognitive training on the improvement of accuracy and concentration of working memory. Also, the significant effect of cognitive training on the inhibition and the speed of sustain attention processing were also observed. According to the results, the cognitive training method had a remarkable effect on the improvement of working memory and sustain attention in children with anxiety. Therefore, the result indicates the significance of cognitive training based on attention control, inhibition, and alternation of attention and memory.
Ahmad Mirzabeigi; Saeed Bakhtiarpour; Zahra Eftekhar saadi; Behnam Makvandi; Reza Pasha
Volume 12, Special Issue , June 2018, , Pages 1085-1104
Abstract
The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students ...
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The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students of secondary schools in the city of Ilam in the academic year 1395-1396 and the sample size was determined by the Crecy and Morgan table, and 374 students were enrolled. Of these, 187 are boys and 187 are girls. The sampling method was applied to multimodal cluster sampling according to the educational areas of Ilam city, which completed the Humphrey Humor Achievement Motivation (2000) and Hussein Chari and Dehghanizadeh (2012) Dimensions of feelings of belonging to the Brave and Betty School (2005). Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were used to analyze the data. The results of this study showed that there was a significant difference between male and female students of secondary schools in Ilam in terms of belonging to peers, teacher support, school justice, school communication, academic participation, and academic achievement motivation and academic vitality. So, the variance of social cohesion, 1.2% of the variance of peers, 2.1% of the variance of teacher support, 2.7% of the variance of justice in school, 1.4% of the variance of communication in school, 0.9% of the variance of scientific participation, 4 / 7% of the variance of academic achievement motivation explained 1.3% of variance in academic vitality and female students were compared to male students Lamps are above a relative advantage.
