فهرست مطالب حمیده رادمنش

The computerized cognitive training Program on working memory (Cogmed) is the most widely computerized program school in the world. According to the claims of producer about the new and important role of this program in improving working memory, learning and learning disabilities, the present study was designed to evaluate the effectiveness of this program in improving working memory in research using meta-analysis.

The purpose of the present study was to combine research based on meta analysis in the area of the effectiveness of this program on working memory.

In this study, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the role of cogmed program in working memory. To achieve the goal, the research literature on the relationship among these variables, in articles published between 2001 and 2018 were reviewed. 14 studies were included in the meta-analysis based on the research criteria (Experimental method, online printing, comparison of experimental and control groups, descriptive statistics). The results of diffusion bias study showed no bias in the research.

The results showed that the mean of the overall effect size of the investigated studies was 0/441 (P <0/01) for the fixed effects model and 0/651 (P <0/01) for the random effects, both of which were significant and indicated a significant effect of the compuered program on working memory.

Cogmed program is effective based on the combination of research results and is recommended for working memory in prevention and treatment. Meta-analysis method in future studies with intervals of five to ten years is suggested.

The purpose of this study is to model the relationship between achievement goals and academic procrastination with math performance among first grade female junior high school students residing in Yazd. 300 students were selected as the sample by cluster sampling method. For data collection, the Achievement Goal Questionnaire and Academic Procrastination Questionnaire and student’s marks at end of the second semester, as a general test held in all cities of Iran, were used. The evaluated model had good fitness indicators. The results of structural equation modeling showed that mastery orientation goal had a significant negative impact on academic procrastination (B=-0.40) but had no significant impact on math performance. Mastery avoidance goal had significant positive impact on academic procrastination (B= 0.34) and had significant negative impact on math performance (B= -0.14). Performance orientation goal had a significant negative impact on academic procrastination (B=-0.18) and had significant positive impact on math performance (B= 0.22). Performance avoidance goal had no significant effect on academic procrastination and math performance.According to the results, by changing the orientation of the target, it is possible to reduce or correct procrastination and improve math performance.

The purpose of this study wasto predict academic performance based onachievement goals and academic procrastination. 300 first grade female highschool students were selected as sample by cluster sampling method. For datacollection the Achievement Goal Questionnaire (Elliot & McGregor, 2001)and AcademicProcrastination Questionnaire (Solomon and Rasblom, 1984)and GPA. The evaluated model had good fitness indicators. Results ofstructural equation modeling showed that the goals of Mastery orientation(p=0/003), mastery-avoidance(p=0/03) and performance-orientation(p=0/03) have direct and significant impact on procrastination.The goal ofmastery-avoidance (p=0/03), Performance orientation (p=0/005) andprocrastination (p=0/03) also had a direct and significant impact onacademicachievement.Academic achievement are anticipated through mastery goalorientation, mastery-avoidance, performance-oriented and academicprocrastination. According to obtained results, by changing of the target'sorientation, it would be possible to reduceor correct academic procrastinationand improve mathematics performance

Purpose of this study was to investigate the relationships between achieving goals, academic procrastination in first grade female high school students (The second period) in Yazd city. The statistical population was all of first grade female high school students (The second period) in Yazd city in the academic year 93-1392 with 4077 the number. Among them selected 339 students as sample according to morgan formula and cluster sampling300. because of Failing to return and complete incorrect and incomplete questionnaires, the sample was 257 people at the end. The data were Elliot & McGregor the Achievement Goal Questionnaire 2001and Solomon and Rasblom Academic Procrastination Questionnaire 1984 . Results showed that The goals of Mastery orientation, mastery-avoidance and performance-orientation have meaningful relationship with procrastination. According to obtained results, By changing of the target's orientation, it would be possible to reduce or correct academic procrastination.

The purpose of this study was to determine the effectiveness of Brain–based Learning on self-regulation learning among students. This research was carried out in a quasi-experimental and pre-test-post-test design. The statistical population of this research is all female high school students who are in the first year of state high schools in Yazd. The sample consisted of 40 students who were randomly selected from multiple regions and each group (20 subjects) was divided into two experimental and control groups. The learning environment was changed based on the components affecting the brain. During the two 45-minute sessions, students were given the necessary training for brain–based Learning. Courses are also based on the principles of brain–based Learning. Buffer self-regulation learning scale was used to collect data. Data were analyzed using covariance test and paired t-test. The results of variance analysis of covariance showed that brain–based Learning has an effect on self-regulation learning and this effect is stable for 3 months.

The purpose of the current study was to investigate the effect of training behavior modification methods to mothers of children with Attention Deficit Disorder (ADHD) on enhancing the behavioral performance and decreasing parenting stress. The research method was quasi-experimental with pre-test and post-test design and cotrol group. To do so، 30 mothers of children with ADHD were selected using at-hand sampling and divided into control and experimental groups. Both groups filled out Parenting Stress Index and children behavioral performance questionnaire. In the next step، the experimental group was instructed behavior modification methods in 9 ninety-minute sessions while the mothers in control group went on their normal procedures. At the end of the instructional session، both groups filled out the mentioned questioners as the post-test. Covariance analysis was used for analyzing data. The results of the analysis of covariance showed that instructing behavior modification methods improved behavioral performance in children and also decreased parenting stress among mothers in experimental group، in comparison with the control group. Findings generally showed that instructing behavior modification methods to mothers، reduces behavioral problems of children and prevents stress in child-parent relationship.