فهرست مطالب esmail sadipour

According to the World Health Organization, 20% of children and adolescents worldwide currently have mental health problems, but effective treatment coverage in this area is very low. Therefore, the application of evidence-based interventions for children with separation anxiety disorder is a fundamental necessity.

This study aimed to compare the effectiveness of play attachment therapy and play therapy based on the parent-child relationship on the psychological well-being of children with separation anxiety disorder.

The method of the present study is quasi-experimental and a pre-test, post-test-follow-up design of 2 months was used to collect data. The statistical population of this study included all mothers and children aged five to six years old with separation anxiety who were enrolled in preschool centers or kindergartens in District 4 of Tehran in the academic year 2022-2023. An experimental group and a control group were assigned. The experimental groups received attachment-focused play therapy for 8 sessions of 90 minutes and play therapy based on parent-child relationships for 10 sessions of 120 minutes. To collect data, a psychological well-being questionnaire (Abed et al., 2016) was used. Data were analyzed using SPSS.24 software using repeated measure analysis of variance.

The results of repeated measure analysis of variance showed that each Attachment-based play therapy and parent-child relationship play therapy significantly improved the psychological well-being of children with separation anxiety disorder (P< 0.05). The results of Bonferroni's post hoc tests showed that there was no difference between Attachment-based play therapy and parent-child relationship play therapy in the post-test and follow-up stages.

According to the above, and the relatively high prevalence of this disorder and its comorbidity with other disorders among children and adolescents, the use of evidence-based interventions such as Attachment-based play therapy and parent-child relationship play therapy can significantly reduce their psychological distress.

The objective of this study was to examine the effectiveness of responsibility education, based on choice theory, on the school belonging and the quality of student-teacher relationships in female high school students.

The research design employed an applied objective approach and utilized a quasi-experimental design (pre-test-post-test with control group). The study population consisted of second-year high school students in the 2nd district of Karaj city, enrolled during the academic year of 2022-2023. Among them, a sample of 30 individuals was selected using the available sampling method and divided into two groups: the experimental group (15 students) and the control group (15 students). The data collection instruments included the Brew et al. questionnaire on students' sense of connectedness with school (2004) and Newman's quality of learning experience questionnaire (1990). The collected data was analyzed using SPSS version 26 software and multivariate covariance analysis.

The findings revealed a significant difference between the experimental and control groups in terms of the development of school belonging and the quality of student-teacher relationships among high school students. Specifically, responsibility education based on choice theory was found to enhance the school belonging and improve the quality of student-teacher relationships.

The provision of training and the cultivation of students' sense of responsibility not only strengthens their connection with the school but also enhances the quality of their relationships with teachers.

The aim of this study is to compare the effectiveness of collaborative teaching method with exploratory teaching method on students' creativity. The statistical population of the present study included all female students in the fifth grade of elementary school in Kaboudar Ahang. For this purpose, 40 students from the mentioned community, in two classrooms, were selected as experimental groups one and two. The research method was semi-experimental and the pretest-posttest design was with experimental groups one and two. The instrument used by the researcher in this study was Torrance Creative Thinking Test (Form A). The results were analyzed by descriptive and inferential statistics and the comparison of pre-test and post-test results in both groups showed that the teaching method of cooperation and exploration method has significantly improved both groups and the comparison of the two methods with each other showed The collaborative method compared to the exploratory method has a significant effect on students' creativity in science lessons.

The purpose of this research was to developing of an educational Package for training executive functions and examining its effectiveness on academic achievement of third-grade underachiever pupils. The research method was experimental with pre -test and post-test and follow up with the control group. The educational software package included 10 games and also 10 games with pencil-paper content.Educational training for executive functions, attention, working memory, inhibition, organizing and planning was prepared. For any executive function, 2 educational game pencil-paper and 2 software game were considered. In order to investigate the effectof the training package on academic achievement of 34 underachiever pupils from elementary school to pick random sampling method and were randomly divided into two experimental and control groups. The experimental group was trained for 20 sessions. The data were analyzed using variance with repeated measures and analysis of covariance. The results showed that training package of executive functions could be effective in improving academic achievement of the subjects. The improvement in the subject of reading, spelling, and math was the least improvement, seen in reading comprehension. By controlling the age and intelligence, executive function of the impact of the intervention on reading comprehension decreased, so that there was no significant statistical difference between the average reading comprehension test of experimental and control groups. Thus, it can be concluded that training package designed for executive functions could improve student achievement in lessons on reading, spelling and math are effective and lead to decreased academic distance between normal and underachiever students.

 The aime of this research was study of relationship between personality features and study methods with educational progress in students in allameh tababtabai university .

method in thise study was survey- descriptive and correlation. in this research a total of 110 studens were chosen by cluster sampeling. This sampel were examined by personality five- factor questionnaire, methods and skills of study questionnaire and use of terms end average for evaluation of educational progress.

the outcomes of the pearsonian correlation showed that the relationship between educational progress with neurotic personality and surface study method is negative, with extroversion, agreeableness, conscientious personality, and deep seated study method is positive. And relationship between educational progress with openness to experience no significant. the outcomes of the multivariate regression show that deep seated and surface study method and neurotic, conscientious, extroversion personality can predict the educational progress.

the students who have extroversion, agreeableness or conscientious personality type and uses of deep seated study method have more educational progress.

The purpose of the present study was to compare the effect of training the strategies of mental imagery, think-aloud, written representation and motor representation on the performance of the fifth grade male elementary students in solving verbal math problems. For this purpose, using random cluster sampling, two elementary male schools were selected from the third educational district in Isfahan. Each of these elementary schools had two fifth grade classes (n = 108). 75 students were randomly divided into five fifteen-member groups consisted of mental imagery group, think-aloud group, written representation group, motor representation group and control group. All the students of five groups were given a pretest consisted of 12 verbal math problems and Raven's Standard Progressive Matrices (SPM). No significant difference was observed between the mean scores gained by the students of five groups on the pretest and Raven's intelligence test. Each of the experimental groups received 10 forty five-minute training sessions. The control group received no instruction. After completion of training sessions, all of the students took the verbal math problems posttest, which was parallel with the pretest. The one- way analysis of variance on the differences among the student's scores on the pretest and the posttest showed significant differences of the groups. Tukey follow-up test was used to compare the paired group means. The students of written representation group and mental imagery group showed better performance on the posttest in comparison with the control group. The results indicated that written representation and mental imagery methods have a positive impact on the students’ performance in verbal math problem solving.

The present study aims at investigating the effects of cognitive and cognitive–meta cognitive education strategies on problem solving ability and adaptive behavior of mentally retarded students in junior professional schools. In this quasi-experimental research, 45 participants were selected by cluster sampling method and allocated in four experimental and two control groups. Research instruments include Towers of Hanoi puzzle and adaptive behavior scale. Cognitive and cognitive–meta cognitive strategies were respectively taught to experimental groups by lecture in 12 and 24 sessions.The data were analyzed by multivariate variance analysis and one –way analysis of variance. The results show that performance of students in problem-solving was better in cognitive–meta cognitive experimental group than the other groups.Also performance of problem – solving was better in cognitive experimental group than the control group. In addition, there was no difference in problem-solving performance and adaptive behavior of male and female participants who were taught the cognitive and cognitive–meta cognitive strategies. Also, experimental and control groups had no significant difference in adaptive behavior. Since, the results of this study were consistent and parallel withprevious researches, it can be concluded that cognitive and cognitive-meta cognitive education strategies have a positive effect on problem solving skills and adaptive behavior of mentally retarded students.

The purpose of this study was to investigate the impact of epistemological beliefs and perception of constructivist learning environment on chemistry performance through the mediation of academic self-efficacy and high-level cognitive strategies. For this purpose, 646 high school students (318 male, 328 female) were chosen through cluster random sampling method and completed a questionnaire of epistemological beliefs, perception of constructivist learning environment, academic self-efficacy, and high-level cognitive strategies scales. The structural modeling analysis indicated that epistemological beliefs and perception of constructivist learning environment had a direct and significant impact on chemistry performance, and the result indicated that relationships between epistemological beliefs and perception of constructivist learning environment with chemistry performance was mediated by academic self-efficacy and high-level cognitive strategies. In this model, all regression weights were statistically significant and predictors explained 0.75% variance of chemistry performance. In general, the results proved the direct and indirect impact of epistemological beliefs and perception of constructivist learning environment (through mediation of academic self-efficacy and high-level cognitive strategies) on chemistry performance.

The purpose of this study is to investigate the relationship between personality traits, studying approaches and academic achievement in BA students at Allameh Tabataba’i University. The method used in the study was descriptive-correlational survey. In this research, a total sample of 110 students was chosen by cluster sampling. The sampled students were asked to fill out the Personality Five-Factor Questionnaire along with the Approaches and Skills of Study Questionnaire, and their semester average was used as the criterion of academic achievement. The results of the Pearson product-moment correlation coefficient showed that the relationship of neuroticism and surface approaches of studying with academic achievement was negative. The relationship between academic achievement and extroversion, agreeableness, conscientiousness and deep approaches of studying was positive. Academic achievement was not associated with openness to experience. Furthermore, the multivariate regression analysis indicated that deep and surface approaches of studying, neuroticism, conscientiousness and extroversion could predict the academic achievement. Students who are more extroverted, agreeable or conscientious and use deeper studying approaches experience more academic achievement.