Psychology
Hossein Zare; Ali Mostafaie; Mahdieh Rahmanian; Parinaz Salmani sabegh Amirkhaizi
Abstract
Objective: Sluggish Cognitive Tempo is one of the new disorders that has been seriously considered in cognitive psychology and can be influenced by various factors. Hence, the purpose of this study was develop a structural model to explain Predicting Sluggish Cognitive Tempo based on cognitive-emotional ...
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Objective: Sluggish Cognitive Tempo is one of the new disorders that has been seriously considered in cognitive psychology and can be influenced by various factors. Hence, the purpose of this study was develop a structural model to explain Predicting Sluggish Cognitive Tempo based on cognitive-emotional regularity and cognitive ability with the mediating variable of cognitive load in children. The research method was correlational and structural equation modeling. For this purpose, from among the statistical population of elementary school students in Tabriz city in the academic year of 1400-1401,Number of 200 students by screening method and using the SCT Penny et al scale (2009) were selected as the sample group. The instruments used in this study was include scales of Cognitive Emotion Regulation Garnfsky et al (2009), Cognitive Ability Questionnaire (Nejati, 2013),Cognitive load Klepsch et al (2017). the data were analyzed using structural equation modeling and SPSS 22 and SMART PLS software and Sobel test.The results showed that the conceptual model developed had a good fit with the data.The results of the structural relationships of the model showed that cognitive-emotional regularity and cognitive ability have a direct and significant effect on Sluggish Cognitive Tempo (p˂0.01). Also, cognitive ability had a direct and significant effect on cognitive load (p˂0.01), but cognitive-emotional regulation did not have a direct and significant effect on cognitive load (p˂0.15). The results of indirect relationships showed that cognitive-emotional regularity and cognitive ability with the mediating variable of cognitive load have a significant effect on Sluggish Cognitive Tempo (p˂0.01). Based on the results, the cognitive-emotional regularity and cognitive ability effect on cognitive load and Sluggish Cognitive Tempo.Therefore, by developing programs to educate and increase cognitive-emotional regularity and cognitive ability and reduce cognitive load in people with Sluggish Cognitive Tempo can be expected to improve Sluggish Cognitive Tempo in them.
Majid Saffarinia; ali reza agayousefi; ali mostafaie
Volume 3, Issue 2 , January 2015, , Pages 123-134
Abstract
Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available ...
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Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available sampling and three questionnaires including Social Procrastination, Social Identity, and Academic Achievement were employed to collect the data. Pearson correlation and multiple regression analyses were used to analyze the data. Results: The results showed a significant negative correlation between Social Identity and Social Procrastination. Both the individual and collective identities showed a significant negative correlation with Social Procrastination. Indifference, as one of the components of Social Procrastination, had a significant negative correlation with academic performance, but there was no significant relationship between attention to self, as another aspect of Social Procrastination, and academic achievement. Furthermore, Social Identity had a significant positive correlation with academic performance. Among the other aspects, the individual and collective identity had a significant positive correlation with academic performance. Conclusions: According to the results, it can be claimed that Social Procrastination has a negative relationship with academic performance and social identity, while social identity has a significant positive correlation with academic performance.
Hossin Zare; Ahmad Alipur; Ali Mostafaie
Volume 3, Issue 1 , July 2014, , Pages 45-56
Abstract
Introduction: The purpose of this study Standardization and Normalization Memory Scale Retrospective memory - prospective Crawford et al (2003) For students Fits Retrospective memory - prospective In Iranian culture. Method: The tool used to determine the size and amount Retrospective memory - prospective ...
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Introduction: The purpose of this study Standardization and Normalization Memory Scale Retrospective memory - prospective Crawford et al (2003) For students Fits Retrospective memory - prospective In Iranian culture. Method: The tool used to determine the size and amount Retrospective memory - prospective Made by Crawford et al (2003). Content validity of the by Psychology faculty approval and On a random sample of 382 students Implementation Payam Noor University of Urmia. Questions with appropriate statistical methods to analyze Amount validity and reliability, cut off point and Norm scores were determined. Results: The test results Kolmogorov - Smirnov The assumption of normality of the data by Retrospective memory – prospective Equal to 0/703 the Level (P 0/05) Not significant, Therefore we can say that The data obtained from the questionnaires distributed, Its distribution among the normal population. In addition, Test the Kaiser - Meyer – Avlkyn equivalent 0/77 and Bartlett test 1632/835 That level error, Smaller than for 0/01 Was significant.the amount Cronbach's alpha for whole questionnaire equivalent 0/83. Conclusion: Test results show the high reliability.
