جستجوی مقالات مرتبط با کلیدواژه « educational » در نشریات گروه « روانشناسی »

The purpose of this research was evaluated of the effectiveness of educational-sport games and rhythmic exercises on math skills of female students with first-grade math disordered learning disorder. The method was quasi-experimental. statistical were population consisted of all primary school girl students with disturbed mathematical learning in Tehran's Kahrizak area. 30 subjects were selected as the statistical sample that whit a multistage cluster randomized way the experimental and control groups were divided into two groups of 15people. Wechsler intelligence test was used to homogenization the groups. The experimental group participated in 10sessions of 60minutes in educational games and rhythmic exercises. The Iranian mathematical test was used to determine the degree of learning disorder, from both groups before and after the intervention. The Statistical data were analyzed by ANCOVA and MANCOVA tests. Results showed; there was a significant difference between the level of learning the math skills of the participants in the research in the experimental and control group after the educational-sports games at 0.05. Also, there was a significant difference between the mathematical skills of understanding the basic concepts, operation, and application of the Statistical samples between the experimental and control groups after the educational-sports games. So; changes and improvements in the experimental group compared to the control group have been due to participation in educational-sports games. So from educational-sports games to improve and treat children with math abnormalities, can be used as a non-invasive and non-pharmacological method that has a positive impact on the reduction of children's learning disabilities.The purpose of this research was evaluated of the effectiveness of educational-sport games and rhythmic exercises on math skills of female students with first-grade math disordered learning disorder. The method was quasi-experimental. statistical were population consisted of all primary school girl students with disturbed mathematical learning in Tehran's Kahrizak area. 30 subjects were selected as the statistical sample that whit a multistage cluster randomized way the experimental and control groups were divided into two groups of 15people. Wechsler intelligence test was used to homogenization the groups. The experimental group participated in 10sessions of 60minutes in educational games and rhythmic exercises. The Iranian mathematical test was used to determine the degree of learning disorder, from both groups before and after the intervention. The Statistical data were analyzed by ANCOVA and MANCOVA tests. Results showed; there was a significant difference between the level of learning the math skills of the participants in the research in the experimental and control group after the educational-sports games at 0.05. Also, there was a significant difference between the mathematical skills of understanding the basic concepts, operation, and application of the Statistical samples between the experimental and control groups after the educational-sports games. So; changes and improvements in the experimental group compared to the control group have been due to participation in educational-sports games. So from educational-sports games to improve and treat children with math abnormalities, can be used as a non-invasive and non-pharmacological method that has a positive impact on the reduction of children's learning disabilities.

Clinical education plays a fundamental role in shaping medical students’ basic skills and professional abilities, so understanding its current status can help us provide a platform for improving their performance in the future. The present study was conducted to identify the cognitive factors affecting clinical education quality at the Ramsar campus.

The present research was a cross-sectional descriptive study of 181 cases in 2019. Sampling was performed by census method. Data were collected by a researcher-made questionnaire that included demographic information plus studentschr('39') and professorschr('39') viewpoints on clinical education. Collected data were analyzed using descriptive statistics, chi-square and independent t-test in SPSS-18.

In this study, 69.23% of the students were female and 46% of the professors were male. Also, 80% of teachers and 50.64% were married. There was a significant relationship between the test’s assumptions, which includes the individual characteristics of the subject, the individual characteristics of the teacher, the clinical environment, educational planning, and the clinical evaluation variable (P<0.05).

According to the findings, accurate and concise implementation of the existing curriculum, providing an appropriate educational environment and awaking professors, and hospital personnel about their responsibility regarding students and their duties can improve the quality of clinical education.

The purpose of this study was to determine the effectiveness of group positive psychotherapy on compatibility of junior high school maladaptive boy students. A quasi-experimental method was used with a control group and a pre-test, a post-test and a Three-month follow-up. The statistical population consisted of 240 male students of the seventh, eighth and ninth grades studying during the academic year 2017-18 in Ayatollah Khamenei Junior High School located in City of Fariman in Khorasan Razavi province in north eastern Iran. Non random sampling was used as a first step when five high schools were selected with the highest reported rate of maladaptive students. From these, one high school was chosen at random and 50 students with high scores of maladaptation were selected and randomly allocated to the experimental and control groups. Finally, 17 people in the control group And 17 people remained in the experimental group. Data collection tools were as follows: questionnaire for adapting high school students of Sin and Song (2001) And the program of positive psychology (Moghayar- Moey, 2009, Berati's translation, 2012) which was conducted in 11 sessions of 60-minutes once a week. Data was analyzed using mixed variance analysis with repeated measures. results showed that Group Based Positive Psychotherapy had a significant effect on overall adaptation (F= 19.60, P= 0.01), educational adaptability (F= 8.04, P= 0.01), social adaptability (F= 7.55 P= 0.00) and emotional adaptability (F= 3.76, P= 0.05) and that this effect remained stable after the follow-up phase. Since positive psychotherapy, decreases students’ maladaptive behaviors by increasing satisfaction from others, recognizing their own abilities and also the ability of others and managing negative emotions, it can be used to reduce students' maladaptive problems in schools.

This study purpose was to determine the mediating role of academic motivations component in the relationship between perceived social support and educational justice with students’ academic burnout.

Method was correlational and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester with the quantity of 83834 people which through them in a multi-stage random sampling method, in the first stage, 3 universities, from each university 3 colleges and 3 class from each of college, were randomly selected, and finally from departments of Accounting, Psychology, Microbiology, Social Sciences, and genetic engineering, 410 people were selected based on Guadagnoli & Velicer's offer (1998) and the number of parameters. The study tool included Academic Burnout Questionnaire by Berso 1997; Academic Motivation Scale by Vallerand, Pelletier, Blais, Briere, Senecal, et al. (1992); Educational Justice Questionnaire by Golparvar (2010); and Multidimensional Scale of Perceived Social Support by Zimet, Dahlen, Zimet, & Farley (1998). After removal of 40 distortion questionnaires and four outliers, the data were analyzed by structural equation modeling.

The result showed that the indirect path between educational justice with academic burnout (β= -0.121, P= 0.002) and perceived social support with academic burnout (β= -0.253, P= 0.001) is negative and significant.

It is imperative that all students have enough facilities and support in the educational environment to provide their potential for the growth and prosperity of talent to find the motive for their efforts in order to achieve their goals.

The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions on learning disorders; the meta-analysis method was performed. The statistical population of the present study was all available studies on the effectiveness of educational, therapeutic and psychological interventions on types of learning disabilities (including dyslexia, dysgraphia, and math disorders). After applying the entry and exit criteria, 128 research were selected as sample. Of these studies, 623 effects size were extracted and analyzed by CMA2 software. The results showed that the combined effect size of educational and therapeutic interventions on learning disabilities was significant in both fixed and random models (P≤0.001) and, based on interpretative criteria, a large amount was evaluated. Also, the results of evaporation and independent t-test showed that the effect of age and gender as moderating variables was not significant (P≤0.001). Therefore, it can be concluded that educational and therapeutic interventions have very good efficacy and the variables of gender and age of the subject have no effect on the effectiveness of interventions.

Aim: The aim of present study was to investigate effectiveness of emotional regulation training on affective, social and educational adjustment in 10 to 14 years boys’ student suffering from conduct disorder. it was a quasi-experimental with control, experimental group and pretest, posttest, and follow-up was 2 months. Target population was 68 pupils aged 10 to 14 years old who referred to counseling center of Rahe Novin Zendegi in Gonbad kavous from October to November 2017, among which, 30 students who had the highest score in Sinha and Sing Student Adjustment Inventories 1993 and Parents' Parenting, Gadowc& Sprafkin (2007) were selected through convenience sampling and randomly assigned into two groups of experimental and control. The experimental group received 8 weekly 90-minute sessions based on combination of McGee, Wood, and Brentley (2011) and Allen, Maggie and Barlow (2009) guidelines for emotional regulation. The control group did not receive any interventions during this period. Data were analyzed using mixed variance repeated measures. Results showed significant difference between function of experimental and control group in Symptoms of conduct disorder (F= 19.27, P= 0.001), total adjustment (F= 59.02, P= 0.001), affective adjustment (F= 19.86, P= 0.01), social adjustment (F= 47.83, P= 0.001) and educational adjustment (F= 32.05, P= 0.001) in post test and after two month of follow up. Since the training of emotional regulation is directly influencing on interaction of individual with peers and community and reduces the symptoms of conduct disorder, hence, this method can be used in families, educational institute and Psychological and Counseling Services Centers in Iran in order to improve symptoms of conduct disorder.

Couple’s adjustment with the satisfaction and stability of the marital life are among the most precious perspective for specialist counselors and therapists focused on improving couple's relationships. The purpose of this study was to investigate the effect of the Iranian psycho educational intervention derived from the attachment theory on the marital adjustment. The research method was semi-experimental and carried out with the design of pre-test, post-test, and two months follow-up. The statistical population consisted of the couples referring to the three cultural centers of Isfahan in 2015. The sample of the study was 30 couples, which were selected through convenient sampling and were assigned randomly to the experimental (15 couples) and control group (15 couples). The intervention was elaborated by referring to the authoritative internal and external sources and its validity was approved by five experts from the specialist of “Family Counseling” at Isfahan University. The couples of experimental group participated in a group training in 8 weeks, each week one session with 120-minute. Control group members did not receive any intervention. To gather the data the dyadic adjustment scale (Spanier, 1976) was used. Data were analyzed using one variable and multivariate covariance analysis. The result of covariance analysis indicated that the Iranian psycho educational intervention derived from the attachment theory were effective to increase the marital adjustment in post-test (F = -0.941, P

Nowadays, there are two dominant paradigms in the measurement domain: the Classic Theory of Measurement introduced by Spearman and item-Response Theory whose genesis can be traced to the latent Trait Theory. In fact, once used for the measuring variables with two levels, the latent theory was dubbed Item-Response Theory. This theory has clear and rational foundation though its intricate mathematical underpinning - compared to the classical theory - has caused researchers to have little inclination to use it. Within the framework of this theory, there are two different approaches to measurement. The first approach which adheres to the Rosh models aims at measuring the magnitude of the target trait in people. However, the second approach, which has developed with the primary purpose of analyzing questions and evaluating their parameters. draws on the parametric models of 2 and 3 for achieving the same objective. Despite all the differences between these two approaches, researchers are mostly unaware of them with ve,y few sources pinpointing the discrepancies. Therefore, the current study deals with the theoretical foundations of the item-response theory, its assumptions, as well as its models and their differences.