مقالات رزومه نسرم شایان

Today, the role of religiosity, happiness, locus of control and coping strategies has been considered in prevention and treatment of general health and spiritual well-being problems. Concerning the importance of nursing, this research aimed to investigate the relationship between religious orientation, happiness, locus of control and coping strategies and spiritual well-being among nursing students.
Material and This correlational study was conducted on 140 selected via stratified random sampling among 228 nursing students of Islamic Azad University of Pishva in 2013-14 academic year. The questionnaires were Allport & Ross religiosity (1967), Argyle & Lu happiness (1990), Rotter locus of control (1975), Lazarus & Folkaman coping strategies (1993) and Paloutzin & Ellison spiritual well-being (1982). The data was analyzed by stepwise regression using SPSS-19 software.
The findings showed that the internal religiosity orientation (r=0.48), happiness (r=0.34), internal locus of control (r=0.19) and problem solving strategies (r=0.17) had a positive significant correlation with spiritual well-being and external locus of control (r=-0.21) had a negative significant relationship with spiritual well-being. The Internal religiosity orientation, external locus of control and happiness could predict 37 percent of variance of spiritual well-being in that the share of internal religiosity orientation variable was 23 percent.
Given the importance of internal religiosity orientations, external locus of control and happiness in predicting spiritual well-being, we recommend that programmers, therapists and psychosocial counselors consider them in their programs to promote spiritual well-being of nursing students.

Web-based teaching and cognitive and metacognitive learning strategies are active teaching methods to enhance the academic achievement and self-efficacy. This study aimed to compare the effect of web-based teaching and cognitive and metacognitive learning strategies on academic achievement and self-efficacy.

This study was a quasi-experimental with a pre-test، post-test and follow-up design. The statistical population included nursing students of Islamic Azad University، Pishva Branch in the academic year، 2013-14. Totally 60 students were selected through available sampling method and randomly assigned to three groups (each group 20 students). All groups completed a teacher-made test of academic achievement and a self-efficacy questionnaire of Sherer، et al. (1982) as the pre-test، post-test and follow-up. The experimental groups were educated the course، “Children Nursing” in 10 sessions (each session 80 minutes). One group was taught through web-based and the other through cognitive and metacognitive learning strategies method. The data were analyzed by SPSS-19 software، using multivariate analysis of covariance.

The findings showed the mean grades of the experimental groups were significantly different (higher than) from those of the control group in both academic achievement and self-efficacy in both the post-test and the follow-up stages. However، there was not any significant difference between the mean grades of those who underwent the web-based instruction and those who were taught through cognitive and metacognitive strategies method in the post-test and follow-up stages (p<0/05).

The results of this research showed that both instruction methods could foster the academic achievement and self-efficacy of the students. Therefore، teachers can use any of these methods to improve the academic achievement and self-efficacy of nursing students.

The present study was done to examine the role of mathematic anxiety on mathematic performance of high school students. Math anxiety is a factor that can affect performance in math. This anxiety is influenced by personal and environmental factors، cultural factors and gender roles too. In this research the effect of this factor son performance in math was assessed. The research method had a correlation design which is categorized in descriptive research. The participants of this study were 300 high school students who were studying in Damghan city high schools in 1389-1390. 150 male high school students and 150 females were selected randomly as sample. The subjects completed the math anxiety Scale (Chiu & Henry، 1990).This scale has four dimensions (mathematics anxiety، learning، problem solving، teacher). Findings showed that among components related to mathematic anxiety، just learning anxiety of mathematic could predict the students’ performance. But there was no difference between male and female students mathematic anxiety.

The present research investigated the efficiency of Davis Dyslexia Correction Method on adult dyslexic's reading skills. This quasi-experimental study, conducted in Tehran, examined 16 adult dyslexics (17-40 years of age) selected randomly through multi-stage sampling. Wechsler Adult Intelligence Scale (WAIS-R) and informal reading inventory were administered as preliminary diagnostic tests. Then Davis dyslexia correction method (orientation counseling and symbol mastery) was conducted on the clients individually for 30 sessions (each session 90 minutes). Post-tests were conducted upon completion of program (treatment). The results of T-test analysis showed that the intervention program significantly increased reading proficiency and comprehension in adult dyslexics substantially.]