جستجوی مقالات مرتبط با کلیدواژه « math performance » در نشریات گروه « روانشناسی »

Numerous studies have shown that mathematical gender beliefs affect girls' mathematical performance and Leads to a drop in math scores and Their interest is in mathematical utility. However, there is a research gap in the study of the effect of an empowerment education package with self- determination approach on girl students math performance and gender beliefs.

The aim of this study was to evaluate the effectiveness of the empowerment education package with self- determination approach on girl students math performance and gender beliefs (with low performance in this lesson.

The present study was applied in terms of purpose and in terms of data collection method, an experimental type was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all girl students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Malekzadeh, Hejazi and Kiamanesh (1400) packages were used to teach empowerment with self-determination approach. Data analysis was performed by mixed analysis of variance.

showed that the use of empowerment training package with self-determination approach It has been effective in improving the performance and gender beliefs of math female students with low performance in this course (P<0/01).

girl students who participated in empowerment education sessions based on self-determination approach had better performance and Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including In schools with different groups and more.

Working memory has been considered as one of the important topics in the field of neuroscience. The purpose of the present study was to evaluate the effectiveness of working memory intervention program on math performance and self-efficacy of students with math learning disabilities.

The experimental research method was pre-test design, post-test with control group and follow-up stage. The statistical population included all male students with disabilities learning mathematics in Kerman, 40 of whom were selected by simple random sampling and randomly assigned to experimental and control groups (20 people). The experimental group received 14 sessions of 45 minutes of working memory intervention. During this period, the control group did not receive any intervention. Pre-test and post-test were performed and after three months of follow-up test. Research instruments included Wechsler IQ scale, mathematical performance test and mathematical self-efficacy questionnaire. The obtained data were analyzed by analysis of covariance.

The results showed that the working memory intervention had a significant effect on post-test scores and the effect of this intervention was stable (P <0.05 and F =, eta).

Intervention with Working memory approach has improved mathematical performance and self-efficacy in the experimental group and is considered as a useful intervention method.

Students with mathematics learning disability, because cognitive- behavioral dysfunctions, have defects in orientation and visual- spatial processing, which leads to defect in perception the spatial relationships and basic skills of mathematics. The purpose of present study was to determine the effectiveness of cognitive- behavioral plays on improve mathematics performance and perception the spatial relationships in students with mathematics learning disability. A quasi-experimental design with pre-test, post-test and a two months follow- up with control group was used. through purposeful sampling method, 30 participants who met the inclusion criteria were selected in the center of specific training of leaning disability in Zarandiyeh- Saveh and randomly assigned to two groups of cognitive- behavioral play therapy or control, n1=n2=15. Research tools were the tests of conoli’s Key math (1988) and Farastick’s perpetual- visual (1963) which were administered in three stages for two groups and the protocol of Schaefer& et al’s cognitive- behavioral play to the experimental group during nine weekly, 60- minute sessions and data were analyzed using mixed model repeated measures analysis variance. Finding showed that cognitive- behavioral play therapy had a significant effect on math performance and perception the spatial relationships of students with mathematics learning disability and this effect remained stable at follow-up. Since cognitive- behavioral play therapy likely leads to improve basic skills of mathematics, spatial awareness, visual- spatial perception, space perception, motor and orientation in students with mathematics learning disability, effect on math performance and perception the spatial relationships. Hence, it can be used as a low- cost and effective psycho educational method for improving students with mathematics learning disability.

The purpose of this study is to model the relationship between achievement goals and academic procrastination with math performance among first grade female junior high school students residing in Yazd. 300 students were selected as the sample by cluster sampling method. For data collection, the Achievement Goal Questionnaire and Academic Procrastination Questionnaire and student’s marks at end of the second semester, as a general test held in all cities of Iran, were used. The evaluated model had good fitness indicators. The results of structural equation modeling showed that mastery orientation goal had a significant negative impact on academic procrastination (B=-0.40) but had no significant impact on math performance. Mastery avoidance goal had significant positive impact on academic procrastination (B= 0.34) and had significant negative impact on math performance (B= -0.14). Performance orientation goal had a significant negative impact on academic procrastination (B=-0.18) and had significant positive impact on math performance (B= 0.22). Performance avoidance goal had no significant effect on academic procrastination and math performance.According to the results, by changing the orientation of the target, it is possible to reduce or correct procrastination and improve math performance.

This study aim was to determine the effectiveness of Computerized Cognitive Rehabilitation on working memory, sustained attention, and math performance in children with autism spectrum disorder. The study method was quasi-experimental with pre-test/post-test/follow-up design and the statistical population with an amount of approximately 180 children, included all children with autism spectrum disorder in Tehren. Who were referred to “Neda e Asr”, “Beh Ara” and “Second of April” centers during the years 2017-2018. Among them, 24 children with moderate to high performance, were selected using convenient sampling due to including criteria and randomly assigned to experimental and control groups. Ravens Progressive Matrices 1938, was used to examine participants' belonging to the normal range of intelligence and then Iran Key Math Diagnostic Test 1998 and Cambridge Neuropsychological Test Automated Battery (1988) were played for both groups in three consecutives of pretest, post-test and followup and the Captain’s Log Mind Power Builder Manual (1992) was presented to the experimental group in 16 sessions of 60 minutes twice a week and data were analyzed using mixed variance analysis with repeated measurements. The results showed that the interaction effect of the intra-subject for all three variables include mathematical Performance (F= 7.66, P= 0.002), working memory (F= 22.58, P= 0.001) and constant attention (F= 9.16, P= 0.001) are significant. Such findings can confirm the possibility of taking advantage of technology to improve the cognitive functions of people with autism spectrum disorder spending less therapeutic costs. Computerized Captain’s Log Mind Power Builder Manual can also be an appropriate instrument to teach such cognitive abilities to children with autism spectrum disorder.

Investigating the factors affecting student performance in international tests such as the TIMSS and PIRLS tests has always been of interest to researchers, but could reading literacy be effective in this relationship?

This study aimed to investigate the relation of reading literacy of 4th grade female students in  elementary school to their math and science performance in the TIMSS study.    

The research method was a descriptive-correlational design. The statistical population of the study included all  elementary school 4th grade students in the city of Khoy in the academic year 2017-2018 (1398 people). Among these students, 127 students were selected using convenience sampling method. To collecte data,  the PIRLS (2016) reading literacy test and the TIMSS (2016) math and scince performance test were used. The data were analyzed using descriptive statistics and Pearson correlation coefficient.

Results showed that there was a positive and significant relationship between reading literacy and math performance in the TIMSS test (p<0/001), but there was no significant relation between reading literacy and students’ science performance in the TIMSS test (p>0/05). Also, there was a positive and significant relationship between  students’ math and science performance in the TIMSS test (p<0/001).

According to the results of this study, enhancing reading literacy in students could be effective to increase their performance in the TIMSS test.

The aim of this study was to examine the effects of discourse-based mathematics instruction (through classroom discussion) on female fourth graders’ math performance. To this end, students’ mathematics performance in three cognitive domains of TIMSS, i.e., understanding, applying and reasoning, was probed. The statistical population of the study included all fourth grade female students in Shahriyar studying in public schools in academic year 2014-2015. The sample included 80 students who were selected by random multi-stage cluster sampling method and assigned to experimental and control groups. The instrument comprised a performance assessment test which included items from TIMSS cognitive math domains of knowing, applying and reasoning. The reliability of the measure was computed to be 0.77. The experimental group underwent the intervention (discourse-based mathematics instruction through classroom discussion) in three stages of "action", "exploration" and "discussion and summarizing" within the framework of Cirillo’s (2013) strategies for facilitating class discussions in 16 sessions. The results of MANOVA indicated that students’ math performance in the experimental group was higher than that of the control group in two cognitive domains of knowing and applying; however, no significant difference was observed between the two groups in the reasoning domain. In general, discourse-based mathematics instruction improves students’ math performance in TIMSS cognitive domains.

The main aim of this study was to investigate the role of achievement goals orientation in student's math performance and the mediating role of self-regulation. The sample included 358 students of randomly selected through cluster sampling. This research is a correlational study. Predicting variables were achievement goals orientation as well as self-regulation, and math performance was the criterion variable. The instruments were Middleton and Midgley achievement goals orientation as well as Pintrich and de Groot self-regulation questionnaires. Math scores were used to reflect the math performance of the students. The results indicated a significant correlation between the variables of self-regulation, mastery orientation, and achieving goals orientation with math performance, but there was not a significant correlation between achieving goals orientation with self-regulation and math performance. The results also showed a direct effect of self-regulation and the direct and indirect effects of performance-approach and mastery goals orientations on math performance as positive and significant. Therefore, self-regulation plays a significant and facilitative, mediating role between motivational orientations and math performance.