molouk khademi ashkezari

The aim of this study was to develop an educational package of executive functions and determine its effectiveness on response inhibition & emotion regulation in preschool children. The research method was quasi-experimental with pre-test & post-test. In designing and compiling the educational package, after studying the theoretical and practical background, eight main educational contents in the form of games, conversation-based activities, and educational worksheets were prepared to strengthen the executive functions of RI and ER appropriate to preschool age. The content validity of the educational package was reviewed by eight experts in this field and the necessary corrections were made. Then the final form was prepared & prepared for implementation for training sessions. To evaluate the content validity, the quantitative method was used. Then, the effect of the educational package on RI and ER of preschool children was done. For this purpose, 40 preschool children aged 5-6 years were randomly selected by the available sampling method and 20 people in the experimental group and 20 people in the control group were randomly assigned. They got. After performing the pre-test with the behavioral grading list of Executive Skills Brief-Preschool-Parent Form, the experimental group was trained online for 12 sessions. The obtained data were analyzed using univariate analysis of covariance using SPSS software. Findings showed that the educational package developed for executive functions has the necessary content validity and has been able to be effective in improving the executive functions of response inhibition and emotion regulation of preschool children.

The purpose of this research was the comparison of academic achievement motivation in the in Elementary, first session high school, and second session High School Girl Students. In this research, the statistical society was all of the girl students in Tehran.  To this study 297 girl student of Tehran schools was selected by multistage cluster sampling way. The sample consisted of 102 students of elementary, 104 students of first session high school, and 91 students second session high school grade. Students answered to Harter’s academic achievement motivation scale. Validity and stability of this test were analyzed by Bahrani and Razaviyeh (2009) and Alpha coefficient for intrinsic and extrinsic motivation were 0/85 and 0/69. Factor analyses of the test, indicates of constract validity. Data of this research, were analyzed by ANOVA test and Scheffe Post Hoc test.  Analysis of the data showed that Academic intrinsic motivation in elementary school students was significantly more than other grades. So, the intrinsic motivation reduces from elementary school to first session high school and it decreases insignificantly in second session high school. Academic extrinsic motivation in first session high school, and second session high students was significantly more than elementary school students. According to this research, the intrinsic motivation decreases from elementary school to first session high school, and it reduces insignificantly in second session high school.