نشریه راهبردهای شناختی در یادگیری
پیاپی 15 (پاییز و زمستان 1399)

The purpose of this research was to study the effect of computerized cognitive rehabilitation on working memory and cognitive flexibility among children with Learning Disorder (LD).

This research was performed in semi-experimental manner with the pre-test, post-test and a controlgroup and with 45-day following-up. Among the students with learning disabilities, 24 students with learning disabilities were randomly selected and assigned to two experimental and control groups (12 people for each group). To collect the data, N-Back Test and Wisconsin Card Sorting Test were used. Data were analyzed by mixed analysis of variance (2×3) using the SPSS-24 software.

The results showed that there is a significant difference between experimental and control groups in working memory (F=19.21, df= 1.33, 29.34, p<0.05), number of categories (F=8.49, df=2, 44, p<0.05) and perseverative errors (F=11.07, df=1.55, 34.92, p<0.05).

According to these results, it can be said that computerized cognitive rehabilitation is effective on improving of working memory and cognitive flexibility in children with learning disorder.

Many experts have emphasized on the importance of National Entrance Examination item fairness. As the detection of differential item functioning (DIF) may contribute to the fairness of high-stakes tests, the present study investigated the DIF of the Differential and Integral Calculus items on an Iranian National University Entrance Examination (INUEE) among male and female candidates under Cognitive Diagnostic DINA Model using the Wald test.

This study was a secondary analysis based on cognitive diagnostic modeling (CDM). The sample included 5000 candidates of the 2018 University Entrance Examination who were selected using random sampling from among 144,437 participants in the Mathematics and Physics Category. Once the required underlying attributes of each item were identified and specified with the help of experts, the goodness-of-fit indices and item parameters were analyzed based on noncompensatory DINA Model.

The results showed good fit of the model to the data. Besides, the results of the Wald test indicated that 5 out of 23 items were flagged as DIF, whereas all of them had uniform DIF and in favor of male candidates. In addition, 4 items had a small DIF size and 1 item exhibited a large DIF size.

The results of this study can provide Nationwide Examination item developers with beneficial information concerning the effects of gender on the performance of candidates, in order to ensure the fairness and validity of tests by detecting, modifying, or eliminating certain items.

The present study aimed to predicte the school anxiety among students based on metacognition and social support.

The present study was a descriptive-correlational study. The population of this study was all second grade high school students in Arak city. 235 students (125 males and 110 females) were selected by multistage cluster random sampling method and they answered Social Support Questionnaire (SS-A), Wells and Cartwright- Hatton MetaCognition Questionnaire (MCQ) and school anxiety scale. The data were analyzed through Pearson correlation test and stepwise regression.

The results of Pearson correlation test showed that there is a significant positive relationship between metacognitive beliefs and school anxiety (p<0/01), there is also a significant negative relationship between social support and school anxiety (p<0/01). Results of stepwise regression showed that the subscales of negative beliefs about the uncontrollable thoughts, support of others and poor cognitive confidence significantly explain 30/1 percent of the variance of school anxiety (p<0/001).

According to the results, it can be said that metacognitive beliefs and social support are anticipant of school anxiety among students.

The purpose of this study was to investigate the effect of creative/non creative tasks and cooperative/competitive goal on students' sense of autonomy.

The Experimental research design was a randomized design with four experimental groups. The statistical population included all 9th grade girl students studying in 2017-18 academic year in Yazd. Using multi-stages cluster sampling, 126 participants were randomly selected. To measure the research variable, the Work-related Basic Need Satisfaction scale was used. Data was analyzed by using ANOVA.

The results showed that the type of the task (creative/ non-creative) and goal structure (cooperation/competition) did not independently have significant effects on students' sense of autonomy, while the interaction effect was significant (P<0/05). The interaction effect showed that Sense of autonomy during working on creative tasks increased from the cooperation situation to the competition situation, while during noncreative tasks, their scores were reduced from the cooperation to the competition situation.

According to these findings, it can be concluded that cooperation in the case of interaction with non-creative tasks has the greatest effect on sense of autonomy, and competition in interaction with non-creative tasks has the lowest effect.

The present study aimed to investigate the training effect of study and learning skills on of students' reduction of Negative Achievement Emotions and Academic Self- Handicapping.

The method of this study was quasi-experimental with pre-test, post-test design with control group. The statistical population of this study included all high school girl students (9573 students) in Zahedan city in the academic year of 2019-2020, sixty students selected in pre-test phase who had high Negative Achievement Emotions and Academic Self- Handicapping with multi-stage cluster sampling. Data collected by Pekrun Achievement Emotions Questionnaire (2005) and Schwinger & Stiensmeier-Pelster Academic Self- Handicapping Scale (2011).The samples randomized two groups of 30 persons (1 experimental group and 1 control group). These questionnaires were completed by all of them in the two groups in the pre-test and post-test stages. Then the experimental group was trained to eight sessions for 90 minutes about study and learning skills. While during this period, the control group did not receive any training. Data were analyzed by inferential statistics test, covariance (ANCOVA).

The results showed that the difference between the mean of the experimental group was significantly higher than control group. Based on results, the effect size of training study and learning skills on students' Negative Achievement Emotions and Academic Self- Handicapping decreased by 19.7%, 20% and were significant (p <0.01).

Results showed to reduce the negative Achievement Emotions and Academic Self- Handicapping of students, training of study and learning skills is useful and effective.

The main purpose of this research was to assess theeducational and instructional performance of Hamadan preschool centers based on Steiner educational philosophy (Waldorf model).

The research method was descriptive survey. The statistical population includes all educators of preschool centers with five years work experience in Hamedan Province in the academic year of 1381-89, the total number of which was 222 people. Using the table Krejcie and Morgan and simple random sampling method, 131 people were selected as a statistical sample. The collection tool was the information of a researcher-made questionnaire evaluating the educational performance of preschool centers based on the Waldorf model. The validity of the questionnaire was calculated using confirmatory factor analysis. Instrument reliability using Cronbach's alpha test 2/98 Obtained. The collected data were analyzed using descriptive statistic indices such as frequency, percentage, table, mean, standard deviation and Kalmogrov-Smironov & one sample T test.

Findings showed that the current situation of preschool curricula based on Waldorf model in the components of intuitive thinking, imagination, transcendence, revival of personal experiences, play-based education, activity-oriented and genuine and real education is desirable and above average.

According to research finding, it will be noted that if preschool centers use Waldorf model, their educational and instructional outcomes will be increased

The purpose of this study was to investigate the effect of educational multimedia based on ASSURE's model on perceived motivational atmosphere and student's mental well-being.

The research method is quasi-experimental with pretest-posttest design with control group. The statistical population consisted of all undergraduate students in the field of public administration of Payame Noor University of Aran and Bidgol in 2017-2018 year that 60 of them were selected by available sampling method and placed in two groups of 30 test and control. The experimental group trained 8 sessions of 1 hour using multimedia environments. The research instrument was the perceived motivational atmosphere Sarmad (2011) and the mental well-being Keyes & Murgiarmo (2002) Questionnaires.

Findings of the research showed using covariance analysis that Educational multimedia is based on ASSURE's model is effective on perceived motivational atmosphere and student's mental well-being (P<0.001). Educational multimedia based on ASSURE's pattern is effective on the components of the perceived motivational atmosphere (Tracking progress by learners, promoting learning by lecturer, tracking comparisons by learners, worrying about mistakes and willingness to compare learners by lecturer) and components of mental well-being of students (psychological, social and emotional well-being) (P<0.001).

The results of this study showed that educational multimedia is influenced on perceived motivational atmosphere and mental well-being in students. Therefore, educational multimedia based on ASSURE's model can be used to educate learners in other lessons and other academic degrees.

The aim of this study was to investigate the effect of educational software based on the Ganiyeh and Briggs model Cognitive Levels of Learningand improving the attitude of math students in elementary school students.

The quasi-experimental research method was pre-test and post-test design with control group. The statistical population of the study is all third grade elementary students of the Laljin region, which is estimated to be about 250 students per student. From the mentioned population and based on multi-stage cluster sampling, 30 subjects were selected as the statistical sample that were randomly assigned to the experimental and control groups. The instrument of this study was an Icon Questionnaire Questionnaire (1979), a researcher-made and multimedia test.

The experimental group trained for 8 sessions of 45 minutes on topics (line types, geometric shapes and geometric shapes), and the control group received regular training. Before the training, both the experimental and control groups were run and the test was repeated for the two groups at the end of the training. The statistical tests including descriptive statistics such as frequency, percentage, mean, standard deviation, table, and charts, and independent t-test were used.

The results showed that the students 'learning in the experimental group was significantly increased compared to the control group, and also the results showed that there is a significant relationship between education through educational software and students' attitude. In general, the results of this study showed the superiority of this educational method.

The present research was conducted with the aim of the comparison of self-regulated learning strategies and implicit beliefs of intelligence in gifted and normal second high school students.

The research method of the present study was causal-comparative. The population was the gifted and normal second high school girl students of Borujerd city, that was selected 70 students of them for each of the two groups using the convenience sampling. The used instruments were Motivated Strategies for Learning Questionnaire (MSLQ) and Implicit Theory of Intelligence Scale (IT IS).

The results of Multivariate Analysis of Variance (MANOVA) indicated the significant difference in the linear composition of scores of dependent variables of gifted and normal students. Univariate analysis also indicated that gifted students had higher rate of cognitive strategies compared to normal students, but there was no significant differences between them in metacognitive strategies. They were also had lower entity beliefs of intelligence and higher incremental beliefs of intelligence.

Generally, in addition to the necessity for the more attention to the self-regulated learning strategies (especially metacognitive strategies) and implicit beliefs of intelligence in gifted students, the emphasis on improving these features in normal students also seems useful.

Predicting social anxiety is accomplished by a variety of psychological variables, including perfectionism. The aim of the present study was to investigate the relationship between perfectionism and social anxiety by considering the mediating role of self-compassion.

The research method was correlational. The target population was three undergraduate, graduate, and doctoral students at Shahed University in Tehran, of whom 2,266 were selected. The instruments used in this study included the Leibovitz Social Anxiety Questionnaire (1987), the Frost Multidimensional Perfectionism Scale (1990), and the Self-Compassion Scale (Nef, 2003), and the data collected were analyzed using SPSS23 and AMOS18 software.

The findings show that there is a significant relationship between perfectionism and signs of social anxiety; In such a way that according to the hypothetical structural model, perfectionism with a standard coefficient of 0.67 predicted social anxiety. The results of mediating effects also showed that the effect of perfectionism with self-mediated mediation has a standard coefficient of -0.16, which was significant at the level of 0.02.

The findings of the present study revealed the relationship between perfectionism and social anxiety and the role of self-compassion as the mediator between perfectionism and social anxiety. In this way, we can pay attention to the mentioned variables in the scope of interpersonal and interpersonal relationships, educational and family issues, as well as treatment.

Academic performance is a multidimensional element and is subtly related to the cognitive and emotional aspects. The aim of this study was to determine the relationship between targeted control, cognitive flexibility and emotional processing on the academic performance of high school students in Tabriz.

This study was a descriptive correlational. The statistical population of the study consisted of all high school male students in Tabriz during the academic year of 2018-2019. A sample of 353 people was selected by random cluster sampling from among the statistical population. In order to collect data, the effortful control questionnaire Lonigan and et al., Denis and Winder cognitive flexibility, emotional processing Backer and the mean of the first semester of study were used. Data were analyzed by Pearson correlation coefficient and multiple regression analysis.

The research findings showed that academic performance has a positive and significant relationship with purposeful control and cognitive flexibility and a negative and significant relationship with emotional processing. There is also a positive and significant relationship between the components of purposeful control of distraction and perseverance / impulsivity and cognitive flexibility components of perception of different options, perception of controllability and perception of behavioral justification. Targeted control variables, cognitive flexibility, and emotional processing are also able to predict changes in students' academic performance.

Therefore, targeted control and cognitive flexibility are considered as cognitive factors and emotional processing as an emotional factor in students' academic performance.

The purpose of this study was to identify the impact of implementing "Philosophy for Children" program with educational technologies to improve academic optimism and achievement motivation among male students.

The research method was quasi-experimental with unequal control group design. The statistical population of the study consisted of all male students of second grade elementary school of Hamadan city. 32 students were randomly divided into experimental (16 students) and control (16 students) groups through random multistage cluster sampling. Data were collected by academic optimism questionnaire of Tschannen-Moran and the Hermans’ Progress Motivation Questionnaire. Researchers used covariance analysis test to analyze the data.

The results of multivariate analysis of covariance between the two groups on the adjusted scores of the research variables indicated that all four statistics namely Pillai’s Trace (P<0.001, F-44.95), Lambda Wilks (P<0.001, F-44.95), Hoteling Trace (P<0.001, F-44.95) and Roy's Largest Root (P<0.001, F-44.95) were significant. There was also a significant difference between the mean scores of achievement motivation in two groups after assuming the pre-test variable (P <0.001). Overall, the results of the data analysis showed that the Philosophy program for children with the help of educational technologies has a significant effect on improving academic optimism and motivation of students' progress (P<0.05).

The results of the study indicate that the educational program for children with the help of educational technologies can be used as an effective intervention to increase academic optimism and motivate students' progress.