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, ...
Read More
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.
Elaheh Hejazi; Narges Babakhani; Seyedeh Negin Sadat Ahmadi
Abstract
The purpose of this study was to determine the effect of interpersonal communication skills training on aggression and impulsivity behaviors among third grade high school students in district 7 of Karaj, Iran. The experimental design was a quasi-experimental design with pre-test and post-test and follow-up ...
Read More
The purpose of this study was to determine the effect of interpersonal communication skills training on aggression and impulsivity behaviors among third grade high school students in district 7 of Karaj, Iran. The experimental design was a quasi-experimental design with pre-test and post-test and follow-up (Series Time) with the control group. The statistical population of this study includes all female students of the third grade high school girls in the 7th district of Karaj, who were studying in 2014. Random sampling method is a random sampling method. At first, it was referred to the Education Department, and then one region (Region 7) was randomly introduced from among the 12 districts of the city of Karaj. Then, two high schools were randomly introduced from the schools of this region. In each of the schools, the third grade students were given the Matsun social skills questionnaire (1983) and then the 30 people who had the highest levels of aggression and impulsive behavior they were randomly assigned to two experimental and control groups of 15. Participants were tested in pre-test, post-test and follow-up with a section of Matson's social skills questionnaire (1983) that measures aggression and impulsive behaviors. The reliability of this part of the questionnaire was estimated based on Cronbach's alpha coefficient of 0.87. Trial intervention (interpersonal communication skills training) was performed on the experimental group for 7 sessions, 2 hours. After completing the educational program, both posttest and follow-up tests (one month after the post-test) were performed. In order to analyze the collected data, descriptive and inferential statistics were used. The results of repeated measurement analysis showed that interpersonal communication skills training had a positive and significant effect on aggression and student's impulsive behaviors (05 / 0> P).
Shahrbano Hassanzadeh Polkohi; Keyvan Salehi; Ali Moghadamzadeh
Abstract
Extensive evidence demonstrates that dominating positivism approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect ...
Read More
Extensive evidence demonstrates that dominating positivism approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 female students of fourth grade of elementary school of Tehran School Dist.1. during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data was Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching had a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.
Esmaeil Sadipour; Soghra Ebrahimi Qavam; Noorali Farokhi; hasan asadzadeh; nahid sameti
Abstract
The general aim of the present research was to develop a model for predicting academic performance based on emotional intelligence, problem-solving skills and achievement motivation with the Mediation of Learning Strategies (Cognitive and Metacognitive) in students of smart and ordinary schools. The ...
Read More
The general aim of the present research was to develop a model for predicting academic performance based on emotional intelligence, problem-solving skills and achievement motivation with the Mediation of Learning Strategies (Cognitive and Metacognitive) in students of smart and ordinary schools. The research method was correlational with a prediction type. The population in the current research included all the secondary school students of Tehran, among which 583 students were selected for the study sample through multi-stage cluster sampling method. For gathering the data, Hermans achievement motivation questionnaire (1970), Social Problem Solving Inventory-Revised Short Form (SPS-R: SF), Learning Strategies Questionnaire (Karami et al, 2002), Bar-On Emotional Quotient Inventory (2000) and Academic Performance Questionnaire of Dortaj (2004) were used. Findings suggested that the direct and indirect effect of emotional intelligence and achievement motivation on academic performance of students of smart schools is significantly higher than its effect on the academic performance of students of ordinary schools. No significant difference was observed between the direct and indirect effect of problem solving skills on academic performance of students of smart and ordinary schools. Findings of the present research had useful implications for policy makers in the education area.
Mehraneh Soltaninejad; Kavoos mahmudi
Abstract
The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected ...
Read More
The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected by the random multistage cluster sampling method. To collect the data, the Math Self-efficacy Scale (Usher & Pajares, 2009), the Task Value Scale (Pintrich et al., 1991), and the attitude toward mathematics scale (Lim & Chapman, 2013) were used. Path analysis results showed that self-efficacy had direct (0.63) and indirect (0.12) effects on the attitude toward mathematics. Additionally, the direct effect of task value on attitude toward mathematics (66/0), and its mediating role in the relationship between self-efficacy and attitude toward mathematics were significant (0.19). In short, these variables explained 0.48% of the variance of attitude toward mathematics. The study findings indicated the importance of self-efficacy and task value in students' attitude toward mathematics.
Abolfazl Farid; Ramin Habibi; mohammad mohammadi
Abstract
The purpose of the current study was to investigate the experiences of students with academic procrastination. The methodology was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully ...
Read More
The purpose of the current study was to investigate the experiences of students with academic procrastination. The methodology was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully in the academic year of 1995-96. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi sampling. An analysis of the lived experiences of students has led to the identification, categorization and extraction of the main categories of "academic procrastination etiology", "outcomes" and "strategies", and also from the main categories mentioned, sub categories of intrapersonal etiology including lack of Time management skills, perfectionism and absolute thinking, negative thoughts and fear of failure, lack of interest in the educational subjects and peripheral and interpersonal etiology including friends without plan and motivation, lack of successful prototypes, as well as emotional, psychological, educational, and behavioral-cognitive outcomes and individual-social strategies were extracted as the main categories of consequences and solutions. The findings of this study provided a clear picture of the causes of academic procrastination, outcomes, and problem solving strategies.
Seyyed Mohammad Mirkamali; Mohammad Reza Keramati; Mahboubeh Arefi; Faranak Mokhtarian
Abstract
The current research was aimed to recognize learning outcomes of the educational administration, in the master level. The research method was qualitative and the semi - structured detective interviews were applied in order to data gathering. After review of the academic and research based backgrounds ...
Read More
The current research was aimed to recognize learning outcomes of the educational administration, in the master level. The research method was qualitative and the semi - structured detective interviews were applied in order to data gathering. After review of the academic and research based backgrounds of faculty members in the field of educational administration, 25 faculty members were selected through purposive sampling, sampling method consistent. These faculty members were from psychology and educational science faculties of Tehran city (include: universities of Tehran, Shahid Beheshti, Kharazmi) as participants and among them, 11 persons agreed to be interviewed. Because the necessity of gaining the view of the related employers for determining learning outcomes, 5 employers who worked in the related fields of education and educational administration also been interviewed. At the end, the proposed framework of curriculum for the master of educational administration based on the expected learning outcomes (that includes four general aspects of educational- academic, organizational- managerial, social- cultural, and humanity) was drawn.
batul jamali zavareh; Ahmad Reza Nasr; Mohammad Reza Nili
Abstract
Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of ...
Read More
Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of university teacher. The participants consisted of 26 faculty members of Isfahan University at the academic year of 2017-2018, who were selected via the targeted sampling method. Sample selection continued until theoretical saturation. Data were collected via the semi-structured interviewing technique. For data analysis, constrictive and interpretive analysis method had been used. The results of this paper indicate that five key competences of faculty include, general, educational, research, specialist competence, and Professional ethics. General competences include psychological, individual and attitudinal characteristics. Educational competences include teaching skills, management of classroom, implying the principles of pedagogy and identifying audiences,specialist competence include mastery in dimensions of specialized knowledge, research competences include performance of research, production and dissemination of scientific works and professional ethics includes communicational skills, professional ethics in education, professional ethics in research, and commitment to students.
mahsa zolfagharian; aliakbar aminbeidokhti; sakineh jafari
Abstract
The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied ...
Read More
The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied research on the basis of purpose and was a type of descriptive-correlative studies on the basis of data collection method. Statistical population included all the undergraduates and masters of Semnan University (10950 people) in the academic year 1396-97 that 266 students (183 undergraduates and 83 masters) were selected as study sample using stratified sampling method. All of them completed the faculty-student interaction (Hernández-López et al, 2016), faculty’s active teaching method (Hernández-López et al, 2016), knowledge acquisition (Hernández-López et al, 2016) and students’ competencies development (Hernández-López et al, 2016) scales. After calculating the validity and reliability of the instruments, the data was analyzed by correlation and path analysis methods. The findings showed that there was a positive and significant relationship between faculty-student interactions, faculty’s active teaching method, and knowledge acquisition with students’ competencies development. Faculty-student interaction has a direct and significant effect on students’ competencies development. Also, faculty-student interaction with the mediation of knowledge acquisition had an indirect and significant effect on students’ competencies development. Faculty’s active teaching method has a direct and significant effect on students’ competencies development. Faculty’s active teaching method with the mediation of knowledge acquisition has an indirect and significant effect on students’ competencies development. Faculty and student interaction, faculty’s active teaching method and knowledge acquisition explain 33% of variance of students’ competencies development. The results indicated the importance of paying attention to the teaching method, how to interact with the student and knowledge acquisition in increasing the students’ competencies.
abbas ali rezaee; mohammad hadi zahedi
Abstract
ICT had greatly affected the various dimensions of human life in recent years, and its use in various areas of life can help improve the quality of life. By employing information technology and the influence of telecommunications, the tools and methods of education had also been transformed. The evolution ...
Read More
ICT had greatly affected the various dimensions of human life in recent years, and its use in various areas of life can help improve the quality of life. By employing information technology and the influence of telecommunications, the tools and methods of education had also been transformed. The evolution of these tools was that a person can study using available facilities. As a result, e-learning has grown rapidly and has become one of the most popular educational methods, and its use has improved the quality of education. In this article mention the development and advancement of new technologies such as cloud computing, Internet of Things, big data, responsive design and wearable technology, and their unparalleled role in e-learning. In addition, the challenges ahead in e-learning have been studied. Education in the world today is considered as an influential and influential industry; in 2016, the world's income from inhuman and web-based education was $ 51.5 billion, with Asia's share of $ 11.5 billion and the share of Western Asian countries $ 560 million. Therefore, attention and utilization of new concepts and new technologies in this field is indispensable and inevitable.
