somayeh rajabzadeh

A questionnaire was administered to 142 individuals to determine whether they shared their dreams with others, who they shared their dreams with, why they shared their dreams, and in what social contexts dreams were shared. Respondents were also asked some questions about remembering and sharing dreams, details of dreams, regular sleep, who they shared their dreams with, the purpose of sharing dreams, feelings after awakening, attitude toward dreams, creativity and problem-solving after sharing dreams, lies about dreams, and other people’s views toward dream sharing. The sampling was performed in two stages. A total of 142 individuals were selected for the preliminary administration of questionnaires to calculate Cronbach’s alpha, and 12 individuals were selected for the panel group to validate the instrument. The content validity index and content validity ratio values were acceptable for most items, except for two, which were replaced with others. The value of Cronbach’s alpha was higher than 0.7 for all questions, indicating their acceptance. The findings of the current investigation suggest that this questionnaire is a valid and reliable instrument that can be used for target populations in further studies.

Personalized business courses are an effective way to learn the basics of a business or industry. This study analyzed the effectiveness of the business course offered at Smart University of Medical Sciences.

This study evaluated the personalized business course using retrospective data to assess learner satisfaction. The course was delivered entirely online but was flexible in delivery. It was designed according to the ASSURE educational model, which emphasizes content presentation and personalization of the learning experience. The course was attended by 132 participants. In this study, the validity of the data collection instrument was confirmed by ten SMUMS faculty members, after which a preliminary study was conducted with 10 pilot samples, yielding a Cronbach coefficient of 96%. For the translation into Persian, the World Health Organization guide was used as a methodological model.

A total of 15 out of 18 participants from the Ministry of Science were satisfied with the course, as were 87 out of 107 participants from the Ministry of Health. Satisfaction with the course was higher among males than females, (84.6% versus 74.3%). The course was rated satisfactory by 81.4% of participants.

Satisfaction with the course may lead to similar courses being offered in the future. This personalized business course was a great success. Participants were satisfied with the content they learned and the progress they made.

With the development of cognitive system, some metacognitive processes are formed resulting in meaningful learning and thereby regulate and control thinking processes during learning. Therefore, this study aims at predicting self-regulated control elements in thinking control components. This is a descriptive-correlational study whose population consists of all students of Mashhad Ferdousi University in academic year of 2013-14 among which 145 students were randomly selected. Participants filled two questionnaires of Wells and Davis’s thought control questionnaire and Boufard’s self-regulation questionnaire. As indicated by the results of Pearson correlation test, among five components of thinking control components, distraction, reappraisal, social control and discipline have a significant positive correlation with self-regulation. However, Anxiety showed a negative correlation with self-regulation. In fact, the results showed that self-regulation intentionally distracts the person’s mind from anxiety raising elements (p>0.05). As indicated by the results, self-regulation component enable learners to enhance their goals and create opportunities so that they can actively assess and control their thought processes.
Keywords: Thinking control, self-regulation, education, thinking strategies

The present study aimed at investigating the relationship between self-monitoring and thought control. The research method was descriptive, and statistical population included all administrative employees of Mashhad University of Medical Sciences, official or contractual form, and 141 of whom were randomly chosen. Data collection tools, Wells and Davis Thought Control and self-monitoring questionnaires, were based on the pattern Mohammad Moqimy with a reliability of 84% and 83% percent. The collected data were inferentially analyzed through SPSS software, tests of Pearson correlation and regression analysis. As indicated by the results of the study, there is no significant relationship between self-monitoring and thought control. Regression analysis also showed that the obtained regression model is not significant (P= 0/279). F (1.274) revealed that the thought control components can significantly predict self-monitoring scores. Therefore, the research hypothesis regarding the relationship between self-monitoring and thought control is not approved. Keywords: self-monitoring, thought control, thinking, training

Present study, titled “Estimating the parameters of multiple-choice questions in the evaluation of the educational systems virtual" was performed on failed test to prevent the repetition of tests. For parameters estimation of the questions, responses of 49 final test of failed students was investigated in an academic semester. In the classic model, the degree of difficulty of each question (p) the proportion of correct responses in all subjects, and judgment (Rpbis) double-stranded correlation with the test point considered, the calculations showed: (1) In-89.7% of tests there wasn’t even a very easy and reliable question. (2) In 63.26% of tests wasn’t observed even a very difficult and reliable question. (3) Only 2.04% of tests is without unreliable question. After deleting the unreliable questions, the students’ marks were determined again and about 15.11% of students passed the test. Thus, by deletion unreliable questions, percent of failed tests reduced remarkably, the waste of resources is prevented, the criteria of students’ academic achievement became real more and provided better basis for decision-making in university.

According to the industrialization of countries and development of societies, tests and methods are required to employ people in industries and organizations and make the best selection in getting workforce. Interviews, Written tests, and multiple choice tests are common methods used in employing people. Among these methods, multiple choice tests is the easiest one because of the facility of correction and getting results. In this study, general and technical tests which were held in 1389 and 1390 in Mashhad University of Medical Sciences were studied based on Item Response Theory(IRT) for determining the quality of multiple choice tests and the effective factors in their results. In this applied study, the participants included male and female general and special medicine students in the fields of emergency medicine and euro logy of Mashhad University of Medical Sciences. As in educational assessment sampling is not allowed therefore all available data was judged. The study was conducted on 251 answer sheets of 6 tests (2 tests of atagers,1 of internship, and tests of residency) based on IRT. The comparison of the difficulty level, diagnosis capability, and line slope of each question based on IRT showed that in the first test which was related to residency questions number 1,5,and 27 had better omitted because their line slope was out of the interval of 0.5 to 205.Questions of 3 and 26 because of being bigger than the degree of freedom had meaningful qui squares and should be omitted from the test. Questions number 14 and 9 should be omitted their scores ignored because of low. After the determination of the three parameters of slope 12ag' type="#_x0000_t75">, difficulty 12bg' type="#_x0000_t75">,and success by chance 12cg' type="#_x0000_t75">,for each of the 284 items, and omitting the incorrect irems,ᶿ ability of the participants was determined,and therefore valid items were identified and differentiated in this way:out of 251 studied questions based on line slope, item difficulty, and guess in the six tests it is considered that 7 questions with line slope of out of the interval of 0.5 to 2.5,10 questions were bigger than three times of degree of freedom and had meaningful qui square,9 questions with guess parameter of higher than 0.25 were invalid and should be omitted. In a 31 item test which was related to residency 7 items were omitted because of being invalid, therefore it is worth to plan such questions by which examinees are assessed properly and the intervention of other factors in getting their real score is prevented.