soghra ebrahimi qavam

 Victimization has increased in recent decades and is now considered a concerning factor for public health. Adolescents are vulnerable and impressionable, and their early experiences of inappropriate relationships and victimization may potentially create a pattern for their future unhealthy relationships. This study aimed to design and validate a tool to measure the perception of victimization in Iranian adolescents.

Methods and Materials: 

This descriptive and survey-based study included a statistical population of adolescent students aged 12 to 20 years. The sample was purposively selected and calculated to be 343 participants based on Mueller’s formula. The research instrument initially comprised 49 items, which were reduced to 44 items after analysis. Data analysis was performed using exploratory and confirmatory factor analysis methods. The research data were analyzed using SPSS19 and LISREL8.8 software.

 The results of exploratory and confirmatory factor analysis indicated that the Victimization Perception Questionnaire has five factors: emotional-mental, behavioral (verbal and non-verbal), virtual, sexual, and physical. The validity of this questionnaire was confirmed by experts' opinions. The construct validity of the Victimization Perception Questionnaire was examined using exploratory and confirmatory factor analysis. To assess the reliability of the questionnaire studied in this research, Cronbach’s alpha coefficient was calculated for the entire test and the five discovered subscales. Accordingly, the reliability coefficients for the overall scale and the five identified dimensions were 0.94, 0.91, 0.84, 0.91, 0.89, and 0.78, respectively.

 Based on the results of this study, this scale has appropriate reliability and validity for measuring the perception of victimization in Iranian samples.

Dyslexia is an unpredictable neurological problem. One of the language components for dyslexics is the use of compensatory strategies. Although the use of phonological methods to improve reading is very common among Persian language researchers, compensatory strategies in the Persian language have not received much attention. Therefore, examining and applying these language strategies in the Persian language is one of the necessities of designing improvement methods for dyslexics, which few studies have addressed.

The aim of the present study was to investigate the effect of using cognitive compensatory strategies based on special processing of dyslexia on text comprehension, reading accuracy, and speed in Persian-speaking children.

The method of the present research is a pre-test-post-test type experiment. The statistical population was all the second-grade students of the dyslexic primary school in Semnan, from which a sample was selected using a random cluster method. A total of 31 people were selected for the sample. The research tools were the Frostig Visual Perception Test (Frostig, 1996), Shirazi and Nilipour's reading test (2010), and the researcher's test. The provided training protocol was (Clark Wellion, 2011). For data analysis, a covariance analysis test was used in spss software.

Examining the covariance of visual perception levels (high-medium) on the post-test scores of the group trained in the compensatory method shows that the effect of visual perception is effective in reducing reading errors and also the length of reading time according to a significance level lower than 0.05.

According to the findings of this research, it can be concluded that the use of compensatory and phonological methods together can help to improve the accuracy, speed, and comprehension of dyslexic texts; Therefore, to improve reading components in dyslexics, different cognitive abilities and compensatory strategies used in them should be known and used.

Abstract The prevention of the damages of relation with the opposite sex during adolescence is of great importance because it is at this time that dating behaviors begin, behavioral norms are established, and all kinds of harms following improper relation with the opposite sex begin to appear. This research was conducted with the aim of developing and validating a self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior and its effectiveness on the cognitive emotion regulation of adolescent girl students. The statistical sample for the purpose of validating the produced educational package included 12 experts who had expertise in adolescent issues, who were selected in a purposeful way. The statistical sample in the quantitative section consisted of 40 high school girl students in the 20th district of Tehran who were selected by a multi-stage sampling method. The research tool included the Cognitive Emotion Regulation Questionnaire Garnefski & Kraaij. Statistical analysis was done in the quantitative part using covariance analysis in SPSS software. The results in the qualitative part showed that the self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior has good validity. In the quantitative part, the results of the multivariate covariance analysis test showed that the average of cognitive emotion regulation in the students of the self-care training group that reduces the damages of relation with the opposite sex based on the theory of planned behavior was higher than that of the subjects in the control group. (Sig=0.001). Therefore, the educational package of self-care that reduces the damages of relation with the opposite sex based on the theory of planned behavior was effective on the cognitive emotion regulation of adolescent girl students. The self-care educational package that reduces the damages of relation with the opposite sex, based on the theory of planned behavior, can be a practical tool to improve the abilities of adolescents and be effective in improving cognitive emotion regulation in adolescent girls.

The mother's addiction during pregnancy has a negative effect on the fetus and growth factors, but no detailed investigation has been done regarding the effect of the father's presence during pregnancy. The present study compares the neonate growth factors of addicted mothers in the presence or absence of father.

The data of pregnant mothers who visited Shahid Akbarabadi Hospital in Tehran, Iran from 2020 to 2021 were reviewed and addicted mothers were included in the study. A questionnaire regarding demographic characteristics and the presence or absence of the father was prepared and asked to the mothers. Then the growth factors of the neonate were recorded based on the contents of the clinical file and specialist examination of the newborns.

Fathers' emotional support, along with financial support, was effective on birth weight (P<0.001), head circumference (P<0.001), chest circumference (P<0.05), abdominal circumference, height and Apgar (P<0.001). And it has significantly led to a decrease in the incidence of withdrawal syndrome (P<0.001), and a decrease of hospitalization days (P<0.001) compared to the group without father. Father’s financial and emotional support significantly improves the growth factors of head, abdomen, height circumference, Apgar and absence of withdrawal syndrome (P<0.01). The mentioned criteria and good condition at the time of discharge were better in the group with father than in the group without father. In the mothers with emotional support, the results of infant growth factors were better than other groups.

Improving the level of prenatal care and the importance of father's presence can lead to the improvement of neonate growth factors

This research was conducted with the aim of determining the effectiveness of the classroom management training package, based on the selection theory, on the academic engagement of the first secondary level students in the academic year of 2020-2021.

The research was semi-experimental with a pre-test-post-test and follow-up design with experimental and control groups. The statistical population of the research was all the students of the first secondary level in the academic year of 2019 400, and two classes were selected in the accessible way after matching and were randomly replaced in the experimental and control groups. The classroom management guidance package, which was validated in another study, was taught to the teachers of the experimental group and the control group did not receive any training. Rio's academic engagement questionnaire (2013) was used to measure students' academic engagement in pre-test, post-test and follow-up. To analyze the data with the help of SPSS software version 18, the statistical methods of univariate analysis of covariance, paired t test and covariance analysis with repeated measurements were used.

ANOVA results with repeated measurements for the variable of students' academic involvement showed a significant difference between the pre-test and post-test and no significant difference between the post-test and the follow-up of the experimental group (P<0.01), which indicates the effect of the intervention variable on the students' involvement in the post-test and the stability of the results. It was in the follow-up test. There was no significant difference between the pre-test and the post-test of the control group.

The instructional package of classroom management style based on choice theory has an effect on students' academic engagement.

Studies show that parentless or neglectful parenting children are more exposed to psychological damage and problems, and this issue clarifies the need to address this area. The aim of this study was to investigate the effectiveness of the play-based resilience training package on children's self-control under the guardianship of the welfare organization.

This study was a quasi-experimental design with a pretest-posttest and a control group. The statistical population included children aged five to seven years under the guardianship of Tehran province welfare in 2019. As the first step, five centers were selected by purposeful method, then thirty children with research criteria were randomly assigned to the experimental and control groups, fifteen children in each. The instruments used in this study included the self-control questionnaire by Kendall Wilcox1979, the child and youth resilience measure (CYRM) by Ungar & Liebenber2009 and the play-based resilience training package. After the pre-test for both groups, the resilience training package was performed in fourteen sessions for the experimental group. The post-test was performed again for both the experimental and control groups. The data were analyzed by descriptive statistics(univariate and multivariate analysis of covariance) by SPSS26.

The results of multivariate analysis of covariance showed that in all components of self-control (self-control, impulsivity, and self-control-impulsivity) and Total self-control, changes in the scores of the experimental group were significant. (P<0.05) 

The results of this study indicate that the play-based resilience training package has been effective in increasing the self-control of children under welfare guardianship.

Safe schools can facilitate the process of socialization and sociability by creating a safe environment and appropriate recognition of students and their psychological needs, so the present study was conducted to identify the psychological indicators of safe schools.

The present study was applied in terms of purpose and qualitative in terms of implementation method. The research corpus consisted of documents and printed texts in scientific databases related to the subject of psychological indicators of safe schools between 2000 and 2020. From among the documents and considering the criteria, 18 studies were selected as the sample using purposive sampling method. Data were collected by phishing method and analyzed using content analysis method in MAXQDA software version 12.

In relation to the psychological safety of safe schools, 298 open codes and 36 pivotal codes were identified in the form of 7 selected codes, which include, planning and training for dealing with critical and emergency situations (4 pivotal codes), creating a balance between physical and psychological security (6 central codes), establishing internal and external cooperation (3 central codes), providing adequate and appropriate psychological services with 8 central codes, improving access to school-based mental health support (5 central codes), prevention services and early interventions (4 central codes) and empowerment of teachers and school staff (6 central codes). Finally, the model of psychological indicators of safe schools was designed.

Based on the identified codes, the psychological safety of schools can be evaluated and after holding meetings and expert discussions, the extent of realization of these indicators in schools can be considered

The aim of the present research was to formulate and validate an educational package of academic resilience based on an integrated monotheistic approach using Oser and Baeriswyl's educational model. The research was applied in terms of purpose and is qualitative in terms of method. For validating the package, by the snowball sampling, the formulated protocol along with the questionnaire of package evaluation was sent to fifty people among the population of university professors, expert teachers, psychologists, and counselors. They responded to the questionnaire and it continued till the saturation stage, when finally 24 people answered it. Content Validity Ratio (CVR) was 0.548 that confirmed an appropriate validity according to experts' view. One-sample t-test was applied to calculate the validity of the educational package. The results showed that all the elements of the package were significantly (α ≤ 0.01) higher than the mean (M = 2) and were confirmed by the respondents. Finally, one-sample t-test on closed eight sessions regarding the elements of package content, including relevance, clarity, and simplicity, was significantly higher than the mean, and according to the respondents, the elements making up the meetings had the criterion of relevance, clarity, and simplicity.

The aim of this study was to evaluate the effectiveness of cognitive-behavioral hypnotherapy on self-esteem, excitement and anger control in homeless and neglected girls in preventing victimization. The research method is quasi-experimental with pre-test-post-test design with control group. The independent variable is cognitive-behavioral hypnotherapy and the dependent variables are self-esteem, excitement and anger control of homeless and abused girls living in the welfare of Ahvaz. The statistical population of the present study was girls living in the welfare boarding center during the first half of the year 2021. The sample size includes 20 people available in two groups at random. The experimental group underwent hypnotherapy twice a week for 8 sessions of 90 minutes. Coopersmith self-esteem scale, Zuckerman emotion questionnaire and Spielberger anger questionnaire were used to collect data. The results of the study of the effect of hypnotherapy on the self-esteem of homeless and neglected girls show that the group who experienced the treatment received higher scores in self-esteem and the effect of treatment on them has been positive. Findings from the study of cognitive-behavioral hypnotherapy training on the level of excitement of homeless and badly supervised girls in victim prevention, show that hypnotherapy treatment has reduced the level of excitement and risky behaviors in the experimental group. The results of cognitive-behavioral hypnotherapy training on the control of anger in homeless and neglected girls in preventing victimization, show that hypnotherapy treatment can have a direct positive effect on anger.

The Aim Of This Study Was To Investigate The Effectiveness Of Critical Thinking Training Package In Adolescents' Attitudes And Harmful Use Of Virtual Social Networks Among High School Students. The Test Is With The Control Group. The Statistical Population Included All High School Students In Esfarayen In 2021-2022, Which According To The Type Of Research, 40 Students Were Selected By Cluster Sampling And Randomly Replaced In Experimental Groups. In This Study, The Experimental Group Was Given A Critical Thinking Training Package In Eleven 60-Minute Sessions; But The Control Group Did Not Receive Any Intervention. The Research Tool Is The Internet Attitude Questionnaire (IAS-4) Which Has 40 Questions And The Researcher-Made Questionnaire Harmful Use Of Social Networks Which Has 52 Questions. Validity And Reliability Of The Researcher-Made Questionnaire Were Reported Using Face Validity Method To Determine Its Reliability And Cronbach's Alpha Coefficient (0.89) To Determine Its Reliability. Data Were Analyzed Using Multivariate Analysis Of Covariance. The Results Showed That The Critical Thinking Training Package In The Harmful Use Of Virtual Social Networks Has Created A Significant Difference Between The Two Groups (P <0.01, F = 51.244 / 224, W = 0.150) .The Results Also Showed That There Is A Significant Difference Between The Experimental Groups In The Critical Thinking Training Package In Adolescents' Attitudes Toward Virtual Social Networks (P <0.01, F = 51.451, W = 0.384). The Results Of This Study Can Be Used To Reduce Harmful Behaviors In The Use Of Virtual Networks Among Students.

The present study was conducted to determine the effective disciplinary methods of educators on reducing child abuse in one of the boarding centers covered by welfare. The research method is qualitative case study and sampling method is available. To conduct this study, a sample of educators working in one of the girls' private boarding centers under the auspices of the Welfare of Tehran agreed to participate in the study. Data were collected through observation, interview, questionnaire and daily report book. Educators were divided into two groups based on the extent of child abuse during their hours of attendance: effective educators (with relatively low levels of child abuse) and less effective educators (with relatively high levels of child abuse). The disciplinary methods they use to manage children's behavior were compared. Three-step coding technique (open, axial and selective) was used to analyze the data. According to the results, the dominant approach in the disciplinary activities of effective educators was the comprehensive versus traditional approach. In other words, effective educators used comprehensive, supportive and participatory activities in the components of relationships, respect, interaction, engagement, and environment to establish discipline, and less effective educators used traditional activities based on reward, punishment, and control.

 Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships, and emotional feelings. This study aimed to develop and validate of instructional design model based on Control-Value Theory (CVT) of achievement emotions to improve the psychological health and performance of learners and educators.

 The research method was qualitative, and we used the inductive content analysis technique. The studies related to CVT theory were searched from 2007 to 2021 in different databases, and 175 articles were selected out of them. Based on the purposive sampling method, 63 articles were chosen for further analysis. In a systematic approach, themes related to essential components of CVT were recognized and coded in the form of key sentences in a table. Then, the codes were categorized based on similarities and differences in general categories. Finally, an instructional design model based on CVT was designed. The model was sent to 20 specialists in the fields of Educational Technology and Educational Psychology content validation. Of them, 12 experts completed the questionnaire, and the results were analyzed.

 Based on the analyses, the main components of CVT were identified. Then, by combining instructional design principles, the experts presented and approved an instructional design model based on CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.

 The instructional design model based on CVT of achievement emotions is very effective at the micro and macro levels at all academic levels and various majors such as medicine, humanities, and basic sciences. It promises a rich teaching-learning environment in terms of achievement emotions.

The atmosphere and environment in which the training takes place affects the motivation and learning of the individual with different qualities. Environmental-social factors are as the spirit of the universities. The aim of this study was to develop a model of the impact of environmental and social factors on the cycle of academic motivation- lifelong learning of police students. This research is of quantitative-qualitative type. The statistical population of this study, in the quantitative part, were all students of Amin police University in associate and bachelor degrees, which were 733 people, 219 of whom were selected by stratified sampling method, and in the qualitative part included professors and elites. A focus group of 10 of them was purposefully formed as a sample. Researcher-made tool of environmental-social factors affecting academic motivation and learning, Harter standard motivation questionnaire (1981) and lifelong learning questionnaire of Wetzel et al. (2010) were used in quantitative part and semi-structured interview form in qualitative part. Analysis of quantitative data showed that the variables of family relationship with university, reduction of extra programs positively and civilian relations negatively were the most important variables predicting academic motivation. Also, the variables of civil relations and feedback mechanisms, lack of stress and space were all positively the most important predictors of learning in students of Amin police University. According to the results of the focus group, while the academic motivation of police students is more influenced by military discipline, lifelong learning is influenced by the feedback mechanism

This study executed for the development of thinking instructional design models based on Vygotsky's sociocultural theory. The research was a mixed-method and Research design was exploratory design. The design consists of two consecutive qualitative and quantitative parts. In the qualitative section, by using the thematic analysis method, the scientific texts selected by purposeful method, consisted of 18 books and 40 articles, study and analysis. Also interviewed with 6 people of instructional design and educational psychology experts by focus group method and model developed. In the quantitative part, the developed model was validated. For internal validation, a developed model associated with the Researcher made a questionnaire with the determination of validity and Reliability coefficient 0/72 in the Cronbach alpha method, for 15 experts for judgment send and data analyzed. From the extracted themes, experts selected 3 global themes and 15 organizing themes and presented a model after determining the interaction between them. Analysis of the data obtained from the implementation of a researcher-made questionnaire for model internal validation by one-sample t-test showed that the mean of the respondents' responses to each question was significantly higher than the average of the scores in each question and as a result, the model had appropriate internal validity.

Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 

The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 

The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 

The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learnerschr('39') academic achievement motivation.

the emergence of aggression in children living in Welfare Centers is a prevalent problem that requires effective interventions for treatment and prevention. Researches have been conducted on interventions to reduce aggression in children, but the type of research that examines the effectiveness of Play-Based Resilience Training on aggression has been neglected.

The aim of this study was to investigate the effectiveness of Play-Based Resilience Training on aggression in children under the supervision of the Welfare Organization.

The method of the present study was quasi-experimental with a pretest-posttest design, and a control group. The statistical population included children aged 5-7 years under the supervision of the Tehran Welfare Organization in 2019. The sample consisted of 30 children who were selected by the convenient sampling method and randomly assigned to the study and control groups (15 individuals in each group). The research tools included the Preschooler Aggression Questionnaires of Vahedi et al. (2008), and the Child and Youth Resilience Measure of Ungar and Liebenberg (2009), and the Play-Based Resilience Training Package (Mohammadi Shemirani, 2019). For the children in the study group, the resilience training package was implemented in 14 sessions, and each session lasted for one hour. The data analysis was conducted by using the Multivariate Analysis of Covariance.

The results showed that Play-Based Resilience Training significantly reduced aggression and its components (verbal, physical, active, and total aggression) except for the component of relational aggression in the study group participants (p< 0/01).

according to the findings of the present study, it can be concluded that the Play-Based Resilience Training Package can be used as an efficient intervention to reduce aggression in children

The prevalence of aggressive behaviors is directly related to the physical and mental health of the community. Thinking instruction can be an effective strategy to prevent aggressive behaviors in the teenager. Thinking instruction, like any kind of instruction, requires design. The purpose of this research, designing a thinking instruction model based on Vygotskychr('39')s sociocultural theory and assessment its impact on reducing students aggression.

The research is a mixed method. The qualitative section from the theme analysis and survey method and the quantitative section from the experimental method was used. In the qualitative section by analyzing texts and interviews, the model designed and for internal validation, the Model image with a questionnaire, send for 15 experts, Data analysis and internal validation of the model were confirmed. 60 male and female students with the highest aggression scores in Buss and Perry aggression test, alternative In 2 experimental groups and 2 control groups and thought instruction for them executed during 9 sessions 75 minutes. Experimental groups by designed model and control groups by Common school methods, such as question and answer method, given thought instruction. After instruction, the aggression questionnaire was used to assess the aggression of the groups.

Initially, the model of thinking instruction designed. Then model executes and data were analyzed by t-test. Between experimental and control groups of male students, No significant difference was observed. Between experimental and control groups of female students, considering the mean differences (3.800 & 8.266), observed a significant difference. Between two groups of girls and boys in decreasing aggression, there was no significant difference.

Conclusions :

In addition to the general design of instruction, one can design instruction in special fields such as thinking. The thinking instruction model, designed, validated, applied and led to a reduction in female studentschr('39') aggression.

In the child welfare system, children and youth under care are always considered as a fragile and at-risk population ,Therefore preventive interventions are very important in reducing harms. The aim of this study was to investigate the effectiveness of play-based resilience training package on social adjustment of children under the guardianship  of  the Welfare Organization.

Methods and Materials: 

The present study was a quasi-experimental design with a pretest-posttest design with a control group. The statistical population included children aged 5-7 years under the guardianship of Tehran Province Welfare in 2019. First, 5 centers were purposefully selected and then 30 children with research criteria were randomly assigned to the experimental and control groups (15 people in each group). The instruments used in this study include the Rutter Childrenchr('39')s Behavioral Disorders Questionnaire (1967), the Child and Youth Resilience Measure (Ungar & Liebenberg ,2009) and the Play-based resilience training package (Mohammadi Shemirani, 2019). For the children in the experimental group, the resilience training package was implemented in 14 sessions, each session lasting one hour. Data analysis was performed using univariate and multivariate analysis of covariance.

Results showed that resilience training significantly affected social adjustment and its components(hyperactivity-aggression, attention deficit disorder, social maladaptation)(p <0.01) However, it was not significantly effective on the anxiety-depression and antisocial behavior. (p <0.05).

According to the findings of this study, it seems that play-based resilience training package can be used to increase social adjustment of children under the guardianship of welfare Organization.

According to forensic medicine statistics from 2011 to2018, The average death from accidents in Iran has been 17500 people a year.Among the factors affecting the occurrence of a accidents, the determinant roleof drivers' attitudes and beliefs is of great importance in the manner and extentof compliance with the driving rules.

This research is applicable in terms of purpose and survey in terms ofdescriptive-analytical data collection method. The statistical population of thisstudy consisted of traffic offenders in Tehran who sample size was considered390 people using Cochran formula and cluster random sampling method. Datacollection tool included 44-item researcher-made questionnaire based oncomponents of the theory of planned behavior and seventeen incidentalviolations checklist. Descriptive statistics such as frequency, mean andstandard deviation as well as inferential statistics methods such as structuralequation method, regression analysis and discriminant coefficient were usedfor data analysis.

The findings indicate the high power of the components of attitude,behavioral intention, normative beliefs and perceived behavioral control inpredicting the behavior of driving offenders with different levels of incident.The difference between the two groups of low-violent and high- violentincident drivers was that the low-violent incident drivers had a strongerperceived control belief than the other group.

Regarding the influential role of attitudes and normative beliefsin determining the behavior of drivers, designing interventional programs isimportant for enhancing positive attitudes towards traffic safety observance.

Current solution to the problems of education requires more sophisticated and smart approach by choosing that an important part of the (brain-compatible learning) is provided. Brain compatible learning considers how naturally learning take place. It seeks for changing the frame to make an effective teaching based on the structure and functions of human brain.The main objective of this study was to determine the effectiveness of brain compatible learning on the components of planning and problem solving of executive functions of 4th grade of elementary school. This study has been conducted with unequal control group design from quasi-experimental design. The statistical society consisted of all male students in Salam elementary private school of Tehran) 7 school) in 2015-2016 academic year, and the target sample chosen from 38 students of the 4th grade in Salam schools in the district 5. Fifty hours of brain compatible education for experimental teachers’ group and 3 months education were performed for students according to brain compatible lesson plans for mathematics, science and literature lessons. Pre-test and post-test data were collected by using Tower of London Test and they were analyzed by one way analysis of covariance, and multiway analysis of covariance (MANCOVA). Results showed that brain compatible learning has been effective on planning component of executive functions and also brain compatible learning has been effective on problem solving component of executive functions (F=24/94, P

The purpose of the present study was to compare traffic safety education program in Iran and Australia preschool children. In this study, similarities and differences between those programs undertaken in these two countries were examined. Data were collected using descriptive study based on content analysis of library documents and research reports. The study examined the elements of programs such as purposes, content, tools and also educational approaches. The results indicated that the purposes of programs had lots of similarity but in educational approach, Australian program was based on structuralism and behavioral change principles, and Iranian program was based on social learning and discussion. The results also showed differences in tools, content and purposes in these two programs.

Possibility thinking is a requisite for creative thinking and considered the heart of creativity in education. This study aimed at investigating the effect of possibility thinking training on creativity and its components (flexibility and originality) on elementary girl students in Shahroud. The research was conducted in the form of a pretest-posttest experimental study with control group. To measure the dependent variable، namely، creativity، Torrance Tests of creative thinking (A & B forms) were administered as pretest and posttest. The participants of the study were 50 third grade elementary girl students (30 students were assigned to experimental group and 20 students to control group) who were randomly selected. The results of the study revealed that there was no significant difference (p<0/05) between the mean scores of control and experimental groups in creativity and flexibility posttests. However، significant difference was found between the mean scores in posttest of originality in control and experimental groups. It was، therefore، concluded that variables other than possibility thinking training may have effects on the creativity of 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.

This study compared the learning styles, study styles and time management in gifted and non-gifted students. This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are eligible for this research were randomly selected. For data gathering, Vermont and Van Ryjsvyk Learning style questionnaire (ILS), a Marton and Sljv study approaches questionnaire and, Bryton and Tesr management time inventory and demographic characteristics questionnaire was used. For data analysis using SPSS software and descriptive and inferential statistical methodsere used. Results showed that between gifted and non-gifted students learning styles and study styles there was significant difference, but the two groups were not significantly different in terms of efficient use of time. It is a time management workshops and teaching effective learning and study strategies by educational and counseling services to students by the university authorities to take action to occur.

A large number of studies have been undergone about self-regulation, physical hygiene, and the role of self-regulated learning on school achievement and motivation of learning, but few researches has been done in the field of self-regulated leaning and mental health. This research has been done to investigate efficacy of teaching self-regulated learning strategies on mental health in boys who are studying in 2nd grade of junior high school in Mashhad between 2008 to 2009. At this experimental study,30 students (15 in each interventional or control group) were selected with random cluster multi-stage sampling method from heptagonal zones of the educational ministry office in Mashhad. At first, MSLQ (?) and GHQ-28 questionnaires were used as a pre-test in both groups. Interventional group received 18 one-hour educational sessions in self-regulated learning strategies, followed by post-test using the aforementioned questionnaires. The data were analyzed using independent T-test. There was no meaningful difference between means of mental health condition (P=0.34) and its components as physical complaints (P=0.37), anxiety (P=0.59), social dysfunction (P=0.12) and depression (P=0.19) in both experimental and control groups. According to the results, teaching of self-regulated learning strategies do not have a significant effect on mental health. Although, the correlation between these variables can be affected by factors such as measurement tools, teaching method, the timing and length of teaching period, providing opportunity to practice and utilize strategies. More studies are needed to prove our hypothesis, provided to consider the mentioned confounding factors.