فهرست مطالب romina manani

The present study has been performed to evaluate the gifted underachievement phenomenon on mathematics and compare neuropsychological skills profile of these students in groups with different levels of achievement.

This study used a causal-comparative design. The study population includes all students of exceptional talents middle schools, in the academic year 2018/19. For this purpose, 36 male and female students were selected by the convenience sampling method and were studied based on their neuropsychological skills.To collect the data, the online version of Wisconsin Card Sorting Test, Corsi block-tapping test and Deary-Liewald reaction time task were used. Data were analyzed using multivariate analysis of variance.

The results indicated there was a significant difference between neuropsychological skills in two groups in visual-spatial working memory, choice reaction time task and executive functions.

According to the findings of this study, it can be concluded that underachiever gifted students experience more neuropsychological skills insufficiency than those gifted students with expected achievement. Therefore, in addition to paying attention to personality and environmental factors, evaluation of neuropsychological skills and application of appropriate neuropsychological interventions to prevent of the occurrence of gifted underachievement is recommended.

The purpose of this study was to investigate the structure of mathematical talent based on the proposed model developed on multiple criteria approach. According to this approach, math talent is known as an evolutionary product of the interaction of cognitive, personality and environmental characteristics of individuals.

The present study was a descriptive, correlational one and Structural Equation Modeling was used for the data analysis. The study population included all students of exceptional talents middle schools, in the academic year 2018-2019, in Tehran. The required data were gathered using the online version of Wisconsin Card Sorting Test, Corsi Block-Tapping Test, Deary-Liewald Reaction Time Task, Self-Regulation Strategy Inventory, Mathematics Skills Self-Efficacy, Classroom Climate in the Mathematics Lesson, Fennema-Sherman Attitude Mathematics Scale, Test of the Three-Mathematical Minds and the first-semester math score of the students. A sample of 243 middle school students (8th grade) was selected by convenience sampling method.

The results showed that in this study cognitive variables had a significant effect on math talent, but the statistical effect of personality and environment variables was not confirmed. Also, the results showed that the effect of cognitive variables on environmental variables and the effect of environmental variables on personality variables were confirmed.

Given the fact that mathematical talent is a multidimensional construct, the identification of gifted and talented students requires different tools and multiple criteria.

People with emotional intelligence can better cope with the challenges of life and effectively regulate their emotions. The aim of this study was to investigate the impact of life skills training on emotional intelligence and its components in undergraduates students of Isfahan.
This study is a Nonequivalent control group design type from a quasi-experimental project. The study population consisted of all undergraduate students in the academic year from 2013 to 2014 that were enrolled in Isfahan. Sixty (60) undergraduates were selected by convenience sampling and were divided into two groups of experimental and control. Then, the experimental and control groups undertook the Emotional Intelligence Test. Cronbach's alpha reliability of the test was reported as 93.0, and the validity studies suggested a high validity of this test. After that, the experimental group was conducted through 15 sessions for 90-minutes. The post test was performed after completion of the training program of both groups. For the purpose of data analysis, the statistical package for social sciences (SPSS) version 18 and the multivariate covariance analysis was used.
The results showed that life skills education, with an emphasis on communication skills, was effective in the overall score of emotional intelligence. (F (5,19)=14.76, P=0.05, ηp2=0.79) eta-squared values indicate a favorable effectiveness of the training.
it is suggested that these skills can be taught regularly and continuously during all periods of academic education.

In recent years, researchers have tried to introduce personality factors that could be cause or anticipant of accident. Among of this reviews, we can point human factors relation with involving in accidents and driving behavior. Besides these surveys or individually the role of demographic factors such as age, gender, education, and etc. are also investigated and having relation or not of specific groups of people with involving in accidents have been considered. The purpose of this study was to investigate the relationship between socioeconomic status as a human factor and driver behavior in traffic violation outbreak. This study is kind of correlational study using with causal modeling methods, path analysis. The statistical society of current study consisted of all the drivers in Tehran, which have at least one year of driving. In order to study a sample of 226 drivers in Tehran were examined. For collecting information, The Driving Behavior Survey and researcher made questionnaires on socioeconomic status scale and demographic variables were used. The findings showed that between socioeconomic status of people and incidence of traffic violation are directly negatively correlated. In addition, between anxiety-based performance deficits and anxiety-based hostile/aggressive behaviors and incidence of traffic violation are directly positively correlated and between exaggerated safety/caution behavior and incidence of traffic violation are directly negatively correlated. Finally, there is a relation between socioeconomic status and incidence of traffic violation directly or indirectly through the mediatory of driving behavior. Undoubtedly, without understanding the causes and risk factors of Break the Law and traffic violation, law enforcement and security and preventing encounters and even education will not have a lasting impact and sustainability in community.