Research Paper
Educational Psychology
Arash Akhash; manijeh shehni yailagh; Askar Atash Afrouz; Morteza Omidian
Abstract
Introduction: This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students. Method: The research ...
Read More
Introduction: This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students. Method: The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. Results: The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant. Conclusion: In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.
Research Paper
Educational Psychology
Farhad Khoemaei; Arezou FarokhTaghiabadi; Seyed Mehdi Poorseyed
Abstract
This study aimed to investigate the effectiveness of problem-solving and patience instruction on the academic self-efficacy of school students. It is a quasi-experimental study with a post-test design and a control group. Accidental sampling was used to select participants. Three schools were accidentally ...
Read More
This study aimed to investigate the effectiveness of problem-solving and patience instruction on the academic self-efficacy of school students. It is a quasi-experimental study with a post-test design and a control group. Accidental sampling was used to select participants. Three schools were accidentally selected among Abarkouh City, then the sixth-grade students of these schools were assigned to the three groups of 30 individuals; problem-solving and patience instructions groups as well as a control group. The Morgan-Jinks Student Efficacy Scale was applied for data collection. In this study, patience and problem-solving instructions were conducted in the experimental groups. The obtained data were analyzed by variate analysis of variance (ANOVA). The results showed that instruction in patience and problem-solving has an impact on the academic self-efficacy of students. Additionally, the instruction of patient has more effect on context components of self- efficacy than instruction of problem-solving. According to these results, it can be stated that problem-solving and patience instruction helps students to think about their problems. Also, they learned to deal with issues and difficulties in a way that won’t become anxious, and they can maintain their mental health in the face of possible failures, tensions and crises. In conclusion, they can improve their academic performance with self-efficacy.
Research Paper
Cognitive psycholog
hosein zare; shabnam biglari; susan alizadeh fard; karim savari
Abstract
The present study employs structural equation modeling to assess the fit of a structural model encompassing obsessive beliefs grounded in executive functions, with emotion regulation as a mediating factor within a non-clinical population. The sample comprises 400 adults aged 20 to 50 in Tehran, selected ...
Read More
The present study employs structural equation modeling to assess the fit of a structural model encompassing obsessive beliefs grounded in executive functions, with emotion regulation as a mediating factor within a non-clinical population. The sample comprises 400 adults aged 20 to 50 in Tehran, selected from the general population via the available sampling method. The data collection instruments encompassed the Obsessive Beliefs Questionnaire (OBQ), the Executive Functioning Questionnaire -Adult Version (BRIEF-A), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Behavioral Emotion Regulation Questionnaire (BERQ). The analysis of structural model fit indices revealed that they all fell within an acceptable range, thus affirming the suitability of the research's structural model. According to this model, executive functions exhibited significant effects on adaptive emotion regulation and maladaptive emotion regulation with standard coefficients of -0.45 and 0.76, respectively. Furthermore, adaptive emotion regulation with a standard coefficient of -0.10 and maladaptive emotion regulation with a standard coefficient of 0.63 were significantly impacted obsessive beliefs. To evaluate mediating relationships, the bootstrap test results were examined. It was found that the effect of executive functions on obsessive beliefs, mediated by maladaptive emotion regulation, was significant with standard coefficient of 0.478 at the p < 0.01 level. However, the effect of executive functions on obsessive beliefs, mediated by adaptive emotion regulation, was not significant with a standard coefficient of 0.045 at the p < 0.05 level. The findings of the study hold practical implications for the prevention of obsessive belief development and the alleviation of obsession-related suffering.
Research Paper
Cognitive linguistics
Mahdieh Rahmanian; Maryam Zamani; Sahrzad Pakdelan
Abstract
Introduction: Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along ...
Read More
Introduction: Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise in improving the memory function and concentration of students. Method: The current research method is applied and the method of data collection is semi-experimental with a pre-test-post-test research design. In order to investigate the objectives of the research, 30 subjects were selected by available sampling method and randomly divided into two groups of 15 people. All participants performed Wechsler clinical memory test and TOVA test. Then one group underwent a mindfulness test and the other group participated in transcranial electrical stimulation sessions along with N-Back memory strengthening exercise. At the end, both groups were re-evaluated. Findings: The results of this research showed that both intervention methods, namely mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise, improve memory and concentration. Both methods had an effect on improving attention performance. In terms of memory components, the two groups differed only in the visual memory component. Based on the results, transcranial electrical stimulation combined with N-Back memory training was more effective than mindfulness training. Conclusion: According to the results, it seems that both methods are effective in improving attention, but biological treatments perform better. It will be when biological foundations and specific cognitive processes are considered.
)
