نشریه راهبردهای شناختی در یادگیری
پیاپی 19 (پاییز و زمستان 1401)

Cognitive diagnostic assessment has been introduced as a new issue in educational measurement. In this approach, more information was examined about how people learn and master cognitive attributes in school. There are several data modeling issues in cognitive diagnostic assessment due to differences with another statistical modeling.

In the present study, science data of grade eight in TIMSS was analyzed by cognitive diagnostic assessment, as an empirical example, and the problems were entitled as modeling challenges. Each challenge has been explained in order to highlight differences from the usual statistical modeling.

The challenges included; unidimensionality versus multidimensionality, number of attributes, correlation between attributes, number of items in each attribute, operationalization of attribute, reliability of attribute, validity, item parameters, fit of the model, identification and specification, convergence, and complex sampling.

Each topic was discussed in the context of modeling TIMSS data in a science course and the experience of solving these challenges was shared.

The present research was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on emotional regulation and positive emotions of learning of learners. 

The statistical population was 970 male students of the 11th grade of Marand city in the academic year of 2018-2019, using the multi-stage cluster random sampling method, 60 people were divided into three experimental groups 1, 2, and the control group. Participants in the research were selected and replaced. The first experimental group was taught "cognitive emotion regulation"; The second experimental group was given "social competence" training and the control group did not receive any training. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental. The questionnaire "emotional self-regulation created by Gratz in 2004" and the questionnaire "positive learning emotions of learners created by Pekran, Goetz, Tietz and Perry in 2002" were the measuring tools of this research that were used before and after the training. 

Due to the quantitativeness of the scale and the control of the previous differences of the subjects, as well as due to the theoretical relationship of the research variables, multivariate and univariate statistical analysis of covariance was used in SPSS software. Multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05) and positive learning emotions of learners (p<0.05). By controlling the effect of the pre-test in the two experimental groups, the two methods of teaching social competence and cognitive regulation of emotion have different effects and this difference is in favor of teaching cognitive regulation of emotion. The findings showed that the two methods of teaching social adequacy and cognitive regulation of emotion have different effects in improving non-acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). But these two methods have the same effect in improving the lack of emotional awareness, limited access to emotional regulation strategies, Improving academic enjoyment, academic hope and academic pride.

"Cognitive Emotion Regulation" and "Social Competency" programs increase the improvement of emotional self-regulation and positive emotions of learning among students; So that the students who received these trainings had better emotional self-regulation and higher positive emotions compared to the control group. There is a significant difference between the groups regarding the dependent variables of emotional self-regulation and positive emotions of learning.

The aim of this study was to investigate the effectiveness of motivational-attachment educational package on school, on aggression and academic performance of 10th grade female students in Isfahan.

This was a quasi-experimental study with pre-test design, post-test with control group and 3-month follow-up. The statistical population of the study consisted of 10th grade female students in Isfahan in the academic year 2019-2020. To select a sample by available sampling method, 36 people who agreed to participate in the study were randomly divided into two groups (18 people) experimental and control. The instruments used included Ahvaz Zahedifar, Najarian and Shekarkan Aggression Questionnaire (2000) and Pham and Taylor Academic Performance Questionnaire (1999). Data were analyzed using SPSS software version 25 and analysis of covariance. The significance level of the tests in this study was considered equal to 0.05.

In the variables of aggression and academic performance, the effect of the group was 0.651, (F = 63.52) and 0.732, (F = 92.84) due to group changes, the main effect of time was 0.730 (91 = 86.86). F) and 0.931, (F = 146.28) due to research stages and the interaction of group and time 0.812, (F = 146.55) and 0.951, (F = 661.81) were significant at the level of p<0.05.

Reducing aggression in students is possible by teaching motivational-attachment package to school, and consequently, students' academic performance can be improved.

The purpose of this study was to develop a structural equation model to measure the direct and indirect relationships of wisdom based on critical thinking with the mediation of components of information processing styles among Tehran University students.                                                                                                   

The method of the present research was in the field of descriptive-correlation designs and the analysis method was structural equation modeling. The statistical population of the present study consisted of all working male and female students studying in master and doctoral degrees of Tehran University in the academic year of 2018-2019, who were selected as the research sample. The sample size was 357 people based on the minimum number of subjects required for the obvious variables in the model. The sampling method was multi-stage random clustering. In order to collect data and measure the research variables, the wisdom questionnaires of Schmidt et al. (2012), Ricketts' critical thinking (2003) and Pasini and Epstein's information processing styles (1999) were used. Data analysis was done using SPSS-23 and AMOS-22 software. The evaluation of the research model was done using structural equation model fit indices and path analysis technique.

The examination of correlation coefficients showed that critical thinking is capable of directly predicting wisdom and has a direct and significant effect. Determining the significance of the indirect effect also indicates that the components of information processing styles (rational information processing P < 0.44 and intuitive processing P < 0.26) had a mediating role and its mediating contribution between the variables was completely positive and significant.    

The analysis of the coefficients from the model analysis showed that it explains 61% of the variance of wisdom, 32% of the variance of rational information processing, and 3% of the variance of intuitive information processing. In general, it can be concluded that the critical thinking of students should be given serious attention, because in addition to affecting the wisdom of students, it also affects their information processing styles, which results in the students at the level of higher education, on the one hand, being responsible for interpretation debates and decisions. Wise and realistic decisions are made, and on the other hand, they acquire the ability to use new educational methods and technologies in the process of solving real life problems and the importance of dealing with them wisely.

The aim of this study was to determine the effectiveness of computer-centered cognitive rehabilitation on brain executive functions (attention, working memory, response inhibition) among children with dyslexic disorder in Osku.

This semi-experimental study was an unequal control group design. The statistical population of the study consisted of all male and female students in the first to sixth grades of primary school studying in the academic year of 2010-2020 at the Center for Developmental Learning Problems in Osku city with the diagnosis of disorder. Among these students, 20 students were selected from the target population according to inclusion and exclusion criteria and were selected by available sampling method and were selected in two experimental (10) and control groups (10 people) including 5 girls and 5 boys in each group and pre-test was performed for both groups. Then, twelve sessions and each session for 45 to 60 minutes of computer cognitive rehabilitation intervention (my brain cognitive games series) was performed for the experimental group. The instruments used included continuous function test (CPT), Wechsler working memory test, go/no go test (response inhibition). Multivariate covariance analysis was used to investigate the hypotheses.

The results showed that computer-centered cognitive rehabilitation package was effective on executive functions of attention, working memory, and response inhibition in the experimental group. 

Based on these findings, the computer-based cognitive rehabilitation package can lead to enhanced executive functions in children with reading disorders.

Goal:

 The purpose of this study was to predict academic dishonesty through religious commitment and stress of academic expectations and testing the mediator role of academic self-efficacy.

Method of research was a descriptive correlation type. The study sample consisted of 315 high-level secondary school students who were studying in the 2021 academic year. They were selected online with a multi-stage cluster random sampling method. To collect data, the religious commitment questionnaires of Worthington et al. (2003), the stress of academic expectations of Ang and Huan (2006), the academic dishonesty of McCabe and Treviño (1997) and the academic self-efficacy of Jinks and Morgan (1999) were used were used.  The structural equation modeling was used to analyze the data.

Academic self-efficacy in the relationship between religious commitment and academic dishonesty has a partial mediation role and the stress of academic expectations and academic dishonesty has a full moderator role.

In order to control the academic dishonesty of students, it should be noted that strengthening religious commitment and the beliefs of academic self-efficacy should be considered.

The present research compared the effect of group education on academic vitality, positive attitude, and time perspective on academic anxiety and burnout of ninth-grade male students.

This research was a quasi-experimental study with a four-group design in three stages (pre-test, post-test, and follow-up). The population under study was ninth-grade male students, and the sample size was 72 people selected by purposive sampling. Data measurement tools included the Alpert and Haber (1960) Academic Anxiety Questionnaire and the Breso-Salanova-Shaufeli (2007) Academic Burnout Questionnaire. We analyzed data using variance, repeated measurement, and Levene and Machley tests. These analyzes were performed using SPSS software (version 22).

There is a significant difference between the adjusted mean scores of academic anxiety in educational vitality, positive attitude, and time perspective groups and the control group. There is no difference between the adjusted mean scores of academic anxiety in the academic vitality education group, positive attitude education group, and time perspective group.

The results also showed a significant difference between the adjusted mean scores of academic burnout in the academic vitality education group, positive attitude education group, and the control group. There is a significant difference between the adjusted mean scores of academic burnout of the Vitality Education Group and the Time Perspective Education Group. However, the academic burnout scores difference is not significant between the time perspective education group and the control group. This means that the time perspective education has not significantly reduced the academic burnout scores of ninth-grade male students.

The purpose of this study was to investigate the effectiveness of meta-memory strategies on IQ and cognitive flexibility among Ghaemshahr students.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population was all final year female students of Ghaemshahr high school during the academic year of 2019, and 30 samples were replaced by multi-stage cluster sampling in two experimental and control groups. The training of metamemory strategies was carried out on the experimental group for 10 sessions of 45 minutes. The control group did not receive any intervention. The Doek Intelligence Scale (1999) and the Dennis and Wendwall Cognitive Flexibility Questionnaire (2010) were used to gather information. Statistical analysis of covariance was used to analyze the data.

The results of analysis of covariance showed that there was a significant difference between the mean scores of Intelligence beliefs and cognitive flexibility in the post-test (P<0.05); significance of difference in post-test scores in the experimental group indicates the effect of teaching metacognitive strategies on students' Intelligence beliefs and cognitive flexibility.

Teaching metacognitive strategies has a significant effect on improving students' cognitive functioning and can be used as a useful method to improve Intelligence beliefs performance and cognitive flexibility

The aim of present study was to investigate the effectiveness of mind theory training on social skills and emotion regulation of male students with learning disabilities.

The method of the present study was an experimental design with pretest-posttest design along with control group. The statistical population of the study included all male students with learning disabilities in primary school in Ardabil city in the academic year 1399-1400 (N=250). Among them, 30 people were selected by purposeful sampling method and randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 8 sessions of Mind Theory Training (Hale & Tager-Flusberg, 2003). Granefski cognitive emotion regulation questionnaire (2002) and Matson social skills questionnaire (1983) were used to collect data. Data were analyzed by multivariate analysis of covariance.

The results of analysis of covariance showed a significant difference between two groups in social skills and emotional regulation (P< 0/05). The students who were trained in mind theory in the experimental group had higher levels of social skills and emotion regulation, compared to the students in the control group.

  According to the results, it can be said that Mind Theory Training has been effective in increasing the use of positive emotional strategies and improving social skills. These results have important suggestions for using these skills training as an intervention method in schools and educational centers.

The aim of this study was to determine the effectiveness of reverse learning on procrastination and academic self-regulation of male students with math disorders in Khorramabad.

This research was conducted in a quasi-experimental method with a pretest-posttest design along with unequal control group. All 13-15 year old male students with math disorders in Khorramabad in 2021-2022 who were studying in the first year of high school, formed the statistical population of this study. From the statistical population, 28 students with math disorders were selected by available sampling method, and all of them were randomly assigned to the experimental (n = 14) and control (n = 14) groups. In order to collect research data, Solomon and Rathblum (1984) academic procrastination questionnaire, Savari and Arabzadeh academic self-regulatory questionnaire (2013), and Kiyam Canoli (1988) mathematical test were used. Reverse learning training was provided for 9 sessions of 45 minutes for the experimental group. Univariate and multivariate analysis of covariance were used to analyze the data.

The results of the analysis of research findings showed that reverse learning training is effective in reducing procrastination and improving academic self-regulation of students with mathematical disorders (P <0.05).

According to the results of this study, it can be said that reverse learning education is an effective education in order to reduce procrastination and improve academic self-regulation of students with learning disabilities, especially math disorders.

In the process of e-learning, teachers are the main pillars of quality generation or quality reduction of learning and teaching. Therefore, the current research has been conducted with the aim of identifying the required competencies of the ideal electronic instructor in the educational system.

The current research is phenomenological. The data of this research was collected using purposeful sampling and 10 in-depth semi-structured interviews based on the lived experience of expert professors and senior students of the Department of Educational Technology, Allameh Tabatabai University, Tehran. For data analysis, the three-step coding method of Strauss and Corbin (1998), under the title of open, central and selective coding, was used. Data classification was done using the Williams, Warwell and Karil model.

The analysis of the interviews led to the identification and classification of 16 components in 8 dimensions (social, ethical, managerial, individual, teaching skills, supervision, educational commitment and technology) to a complete set of dimensions and components needed by electronic instructors as a model. be extracted

This final model showed that an ideal electronic teacher in the e-learning educational system is a new educational paradigm that creates the context for changes in educational activities. Therefore, teachers should try to create suitable learning environments for developing high-level and critical thinking skills in learners based on the derived model.

The purpose of this study was to develop the causal model of the community of inquiry framework and academic self-handicapping with the mediation of cyberspace dependence and loneliness.

The research method was a correlation of the type structural equation modeling. The population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 people, which was done by available sampling method and online questionnaire. The instruments used in this study were the Internet Addiction Test (IAT), the University of California Los Angeles Loneliness (UCLA), the Self-handicapping Scale (SHS), and the Community of Inquiry framework (CIF). Data analysis was performed by the SPSS-22 and AMOS-24 software.

The proposed model had a good fit (RMSEA = 0.09, GFI = 0.94, CFI = 0.97). All direct correlations were reported as significant (P<0.01). Moreover, indirect paths between the community of inquiry framework and academic self-handicapping through the mediation of cyberspace dependence and loneliness were significant.

According to the results of this study, the presence of a sense of presence had a significant effect on reducing students' cyberspace dependence and feelings of loneliness, which can decrease their academic self-handicapping; Therefore, in online environments where non-verbal communication in face-to-face meetings is limited, the presence of instructors and learners is essential to prevent cyberspace dependence and feelings of isolation and create a productive online learning environment.

The purpose of present study was to investigate the mediating role of resilience and academic self-efficacy in the causal model of the effect of teacher-student interaction on academic engagement of Kharazmi University students.

The method of this research is applied in terms of purpose and it is correlational studies in terms of data collection method. The statistical population of this study includes 14542 students of Kharazmi University in the second half of the academic year 2021-2022. In this study, 374 students were selected as a research sample by convenience sampling method. Rio’ Academic Engagement Questionnaire (2013), Samuels Resilience (2009), Murray-Zovich (2010) Teacher-Student Interaction, and Jenks & Morgan (1999) Academic Self-Efficacy Questionnaire were used to collect data. Path Analysis Method was used to analyze the research data through AMOS software.

The results show that the research model has good fit with data.  In this model, teacher-student interaction has a direct and significant effect on academic resilience, self-efficacy and academic engagement (p <0.01). In addition, the effects of academic resilience on academic engagement and academic self-efficacy on academic engagement were significant (p<0/01); and teacher-student interaction had indirect and significant effect on self-efficacy and academic resilience.

Therefore, according to the obtained results, it is obvious that constructive interaction between teachers and students increases their resilience, self-efficacy and academic engagement.