mahbobeh fooladchang

Working memory is an active system for maintaining and manipulating information temporarily to accomplish complex cognitive tasks such as learning, reasoning, perception, and thinking. Therefore, improving the memory performance can lead to better performance of these assignments.

The purpose of this study was to determine the impact of using the cognitive strategies including organization and elaboration on working memory improvement in elementary school students.

In this research, a experimental design, a pre-test, post-test with experimental and control group were used. Participants included 24 students (12 experimental group, 12 control group), sixth grade elementary boys school from Shiraz who were selected by multi-stage cluster sampling and assigned into two groups randomly. For working memory evaluation, Letter-Number Sequencing subtest of the fourth-edition of Wechsler complementary scale was used. At first, a pre-test was conducted for the two groups, then the organization and elaboration strategies were taught to the experimental group, and finally the post-test were run on the two groups. Data were analyzed by using descriptive statistical methods and ANCOVA tests.

The findings showed that there is a significant difference between the performance of the students' working memory in the experimental and control groups. Also, the Eta coefficient is 0.77, which indicates that 77% of the variance of memory is explained through training.

The research finding showed that training organization and elaboration strategies has improved the performance of students' working memory.

The purpose of this study was to find a causal explanation of dimensions of academic dishonesty in a group of undergraduate students at Shiraz University. The research method was applied due to the purpose and descriptive correlation due to the method of data collection. The statistical population of the study is all students of Shiraz University in the academic year 2018-2019, out of which 202 subjects (120 girls and 82 boys) were selected through multistage random sampling. The measurement instruments included Conscientiousness Subscale of Big Five Factor Personality Inventory (CS-BFPI), Academic Responsibility Scale (ARS) and Academic Dishonesty Scale (ADS). The validity and reliability of the research scales were also tested by confirmatory factor analysis and Cronbach’s alpha coefficient. SPSS version 24 and AMOS version 24 software were used to analyze the descriptive data and correlation matrix between variables and to test the hypotheses and research model. The results showed that the research model fit well with the data collected. Findings showed that conscientiousness predicted the dimensions of academic dishonesty indirectly (through academic responsibility). In addition, maximum variance was explained by cheating on the exam and minimum variance was explained by falsification in the model. Overall, the results of the present study highlight the role of academic responsibility along with the personality traits of conscientiousness in explaining the dimensions of academic dishonesty and especially the dimension of cheating in examination.

In recent years، more attention is paid to the more subtle aspects of school life such as students'' well - being. Therefore، knowing personal and social factors related to well - being is necessary. The aim of this research is to study the relation of self- regulation and communal mastery to psychological well - being. The research is correlational and the sample consisted of 300 (130 male، 170 female) students from Shiraz schools were chosen by multistage random cluster sampling. They completed self - regulation (Bouffard et al.، 1995) communal mastery (Hobfoll، 2000) and psychological well-being (Ryff، 1989) Questionnaires. For data analysis، Pearson correlations and stepwise regression analysis were used. The results indicated a significant positive relationship between the dimensions of self - regulation (metacognition، cognition & motivation) and communal mastery to psychological well-being. Also، the results showed that metacognition، motivation and communal mastery could explain 26% of psychological well-being variations. In sum، these results showed that teachers must remind students the importance of personal efforts and proper help - seeking.

The purpose of this study was to investigate the reliability and the validity of Metacognitive Orientation Learning Environment Scale. Participants were 213 high school students (107 boys, 106 girls) were selected by cluster sampling in Shiraz, Iran. Mean age of the students was 16.88 years old. They completed two self-report instruments: Metacognitive Orientation Learning Environment Scale & Metacognitive Awareness Inventory. The reliability coefficients were calculated in two different cronbach alpha & test-retest, whith were. 60 and. 94 respectively. The validity of the scale as measured by The metacognitive awareness inventory was. 90 (p<.01). Subscales-total correlations coefficients, as another index of validity, were between. 31 to. 93. Factor analysis of the questionnaire using varimax rotation showed 6 factors named Classroom interactions, Metacognitive demands, Student voice, Teacher encouragement and support, Distributed control & Emotional support whith covered over the 68.53 percent of the total variance. The results provide evidence that the metacognitive orientation learning environment scale construct is applicable for academic & research situations.