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

In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students.

The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.

The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041).

The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them.

Modern training methods to improve the learning of beginners in executive skills such as shooting is one of the topics of interest in recent researches. The purpose of this study was to determine the effect of a course of resistance training and neurofeedback on shooting indices related to psychological performance in military beginners. By using pretest -posttest plan and using the electronic scoring system, the shooting performance of 25 beginners, before and after 12 sessions of resistance training and reinforcement of SMR wave in C4 and reinforcement of alpha wave in F3 was studied .Statistical analysis was done using Graph Pad Prism 9 software and considering 5% measurement error, and it was found that training interventions increased the shooting score in resistance(P=0.0011), resistance-neurofeedback(p<0.0001) and neurofeedback(P=0.0014) groups; decrease in shooting speed in resistance (P=0.0014), resistance-neurofeedback(P<0.0001) and neurofeedback(P=0.0372) groups, increased stability in resistance(P=0.0005), resistance-neurofeedback(P<0.0001) and neurofeedback(p=0.029) groups. But accuracy did not change significantly. Also, the follow-up test between groups in the post-test showed the changes in the shooting speed in the resistance-neurofeedback group compared to the resistance group(P=0.0124) and the stability in the resistance-neurofeedback group compared to the resistance group(P=0.0315) and neurofeedback(p =0.0001) has been better.

The purpose of this study is to identify the attributions of Persepolis and Esteghlal fans about failure and success to investigate the hypothesis that the result of competition and the level of support have a significant impact on how to understand the results and subsequent attributions methods used to explain the results from the fans perspective.

The assessment tools used in this research included Sport Spectator Identification Scale (SSIS) and Revised Causal Dimensional Scale (RCDS-II) was provided to the subjects online and subsequently 44 fans of the two teams with different levels of support volunteered to participate in this study. After data collection, methods of analysis of variance and correlation were used.

By comparing the four subscales of revised causal dimensions, personal control, external control, stability and causality, with three levels of support among the fans of Esteghlal and Persepolis teams in the results of one-way analysis of variance, a significant difference was observed in the external control subscale. Also, the results of correlation show that there is a correlation between the level of support with the locus of causality and external control.

Examining the effect of fan levels on attribution styles regardless of the outcome of the game shows that along with increasing fan levels, there is a greater tendency to use external control attributions and people are more agreed on the impact of external control on team failure and success. The results of correlation also show that there is a correlation between the level of support with the locus of causality and external control And with the increase of the level of support in the subjects, the amount of their attributions to the locus of causality and especially to external control to explain the results of defeat and victory is higher.

metacognition means cognition about cognition and knowledge of cognition, cognitive processes and whatever is related to it.introduce and offer a convenient tool for evalution this variable and demonstration its crucial rloe various fields of achievement is necessary.

The purpose of the present study was to investigate the pshychometric properties Persian form of  The Awareness of Independent Learning Inventory (AILI), (Elshout-Mohr, Meijer and Van Daalen-Kopteijns, 2004),inclouding stability,validity and explaratory factor analysis of scale,making preparation to be used in educational researches is done.

The sample of this study consisted of 300 students (214 female and 86 male), that were selected from the student of Tarbit Moallem University of Tehran. Random cluster sampling was used. The instrument for data gathering include: The Awareness of Independent Learning Inventory (AILI), (Elshout-Mohr, Meijer and Van Daalen-Kopteijns, 2004) and tested with metacognition scale.

Findings of explaratory factor analysis with principal components analysis, in addition to general metacognition factor identified three  factors (knowledge of cognition, Experience of cognition and Regulation of cognition) for metacognition scale according to Elshout-Mohr, Meijer and Van Daalen-Kopteijns, 2004.stability of metacognition scale calculated and confirmed on results of two times implementation test in the initial phaseof 30sample and second phase on 300  students of Tarbit Moallem University of Tehran , internal consistencey  by Cronbach alpha coefficients for the sample and so ordinal Theta if a question deleted

The results of factor analysis,was similar to befor studies in the primary culture and validity and stability coefficients were close to the results of previous studies also. Due to  favorable pshychometric properties, this research tools can be used in researches related to metacognition.