فصلنامه روانشناسی تربیتی
سال دوازدهم شماره 41 (پاییز 1395)

The purpose of this paper is to study Philip Cam’s brain stories effects on the preschool children's creativity development in Tehran. The study sample was all preschool children in 2013-2014 school years in Tehran, using multi-stage cluster sampling, 30 children were selected as samples among them. The Torrance's creativity test (form B) which has three active and four subscales of fluency, flexibility, originality and elaboration was used in order to collect data. The Philip Cam’s brain stories were executed over 10 sessions of 45 minutes within 3 months. The study is considered as quasi-experimental of pretest-posttest type applying the control group and follow-up period for the test group. For data analysis the covariance and paired t-test was utilized. The study results indicated that the children’s creativity who have been trained under Philip’s intellectual stories has developed in all 4 dimensions, the growth enjoys the appropriate stability in length of following up.

This research aims to know Kurdish auxiliary schoolbook based upon combined method and its influence on reinforcing reading and writing in elementary first grade Persian book named “ Bekhanim and Benevisim” among bilingual children of Marivan in school year 1391-92. Certain test based on specifications, content- narrative table was performed to gain information and first-grade teachers and scholars were asked to survey test content in a systematic way evaluating its connection with content scope. Five teachers confirmed that test questions do reflect sufficiently content scope and the content had been extracted from schoolbooks themselves. The content was also validated by professors (consultant and guiding professor) after adjusting and its consistency had been determined 0.7 by Cronbach Alpha which shows that consistency is favorable after testing. Since there were more variables than a dependent one, a multivariate variance has been implemented to analyze. The results in this research showed that teaching Kurdish auxiliary schoolbook based on combined method between control and test groups in regard to reading in the first step, namely learning step of reading, writing in the step of handwriting, and writing in dictation phase is to the benefit of test group in general. Consequently, teaching Kurdish auxiliary schoolbook based upon combined method reinforces and strengthens reading and writing in first grade Persian book named “Bekhanim va Benevisim” of bilingual children.

The purpose of this study was to investigate the effect of smart boards and the application of grammar translation and audio-lingual teaching methods in the process of learning, retention (memorization) of first grade English Language lessons of first grade of secondary smart schools. The population consisted of all female students in the first grade high school in Tabriz, who have been studying in high schools in five districts of the city in the school year of 92-93 (N=17821out of this 10051 students were males and 7769 were females. They ware sampled with simple random sampling method and the research method is a quasi-experimental research with pretest and posttest design with control and experimental groups. For analyzing data, descriptive statistics, measures of central indexes, median indexes were used, for average and standard deviation, variance and deductive statistics were used; for analyzing equality of control and experiment groups, independent T was used; and for comparing the scores of the two groups, Two-way ANOVA was used. Results indicated that the difference in the process of learning the retention in both experimental and control groups in the use of electronic board has been clear and significant. Also the results suggest that teaching through smart board along with the audio-lingual method is efficient which is applied in learning and retention of speaking skill and this effect is stronger than the application of smart board along with the application of grammar translation method for improving the process of learning and retention in reading skills.

This study aims to determine effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Participants include 147 first grade high school female students and the intended educational content is chemistry. The research project is designed based on a quasi-experimental plan along with post-test and comparison group. Participants are selected using single-stage cluster sampling and specified to the test group (60 individuals) and control group (87 individuals) randomly. In test group, group conceptual maps were drawn by participants after teaching, while in control group participants were learning the same contents with common methods. Cognitive and emotional indicators of the study were evaluated by a researcher designed test and self-effectiveness questionnaire (Morris, 2001), respectively. Results of the study show conceptual group mapping has positive effect on cognitive indicators of learners on chemistry courses, however, other parts of the findings indicate conceptual group mapping can only meaningfully influence educational self-effectiveness as one of the elements of emotional indicators, and has no meaningful effect on other elements (social and emotional) of self-effectiveness.

This study has been done to identify the effectiveness of teaching English as a Foreign Language (EFL) on the self-concept and achievement motivation of learners. In this paper among the 280 students of 15-30 year-old, using both the Rogers’ Self-concept Questionnaire and Herman’s questionnaire measure of Achievement Motivation, 160 ones have got lower scores. Among this group of students, 30 individuals were selected by random sampling method and allocated into two groups including an experimental group and a control group. As an intervention, Teaching English as a Foreign Language (EFL) was represented to the experimental group twice a week, each session lasting about 90 minutes. Overall it took about 63 sessions to finish the project. Then the post-test was performed for both groups again. The data analysis showed a significant difference between the variables (p

This study aimed to examine the mediating role of self-efficacy dimensions in the relationship family communication pattern and religious orientation with academic buoyancy. In this study, 392 students (205 females and 187 males) of a high school located in Poldokhtar city that were chosen by multi-stage random cluster sampling method. Participants fill out the child version of the revised family communication patterns scale, religious orientation scale, self-efficacy dimensions’ scale and academic buoyancy scale. All the tools enjoyed appropriate validity and reliability. Path analysis (PA) results showed that the conversation communication pattern and intrinsic orientation of religious has direct and indirectly led to more academic buoyancy scale through self-efficacy dimensions. Accordingly, it can be stated that the self-efficacy dimensions have played a mediatory role between conversation communication pattern and intrinsic orientation of religious with academic buoyancy. These finding emphasize the role of quality of family communications and religious orientations in promoting of self-efficacy to increase student academic buoyancy.

The present study aims to investigate the effect of cognitive training on the working memory, and processing speed in children with learning disabilities. Besides working memory and processing speed, it is effect on academic performance was also examined. It was an experimental research with two groups and pretest-posttest. The research population in the present was all male and female students in the third, fourth and fifth grades of primary school. That referred to special learning centers of Tehran. Among these student, 20 students were selected randomly, 10 students were placed in each of experimental and control group. Then, the cognitive training was administered for experimental group in 10 one-hour sessions. The student assessed before and after the intervention, using digit span, coding, search symbols and visual memory. The pretest and post test data obtained were analyzed using covariance analysis. The results show that the effect of cognitive training, on the speed of information processing and verbal working memory and visual-spatial working memory has been significant. This training has not been considerably effective on academic performance of student with learning disabilities.

The present study aimed to appraise the conformity of Amir Kabir University’s e-learning presentation style to instructional events of Gagne & Briggs instructional design model. The study was of a descriptive and analytical nature. The population included all the main and technical courses of electrical and telecommunication engineering in Amir Kabir University’s e-learning courses in the academic year 2012-2013. Available sampling was employed for the purpose of the study. The research instrument consisted of the researcher-made checklist which was designed based on instructional events of Gagne & Briggs instructional design model. In order to probe the validity of the instrument, face validity was employed. Using Cronbach alpha, the reliability of the instrument was calculated 0.88. In order for data collection, experts observed offline e-learning course for 5 sessions. Then, based on their observations, they completed the checklist. The results of the study indicated that Amir Kabir University’s e-learning presentation style was not in conformity with instructional events of Gagne & Briggs instructional design model (p

This study aims to design a model for explaining the happiness based on the coping styles and psychological resiliency in Farhangian University of Hamedan and students were as participant. For this purpose, among all the male and female students, 330 students (165 girls and 165 boys) were selected randomly and responded to happiness, resiliency and coping with stressful situations. The data were analyzed using the LISREL software. The results showed that the assumption initial model was confirmed by the excellent fit. Accordingly, there is a positive relationship between resiliency and happiness. Among The coping styles, problem-oriented coping style through resiliency affect the happiness of students and emotion and avoidance coping style have negative relationship with happiness. In this study, the role of coping styles and resilience on student's happiness was confirmed. It showed the importance of attention to two these component and reinforce them in order to increase of happiness.