خودسنجی

This research was conducted with the aim of investigating multiple sensory methods and cognitive behavioral intervention on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research method is practical in terms of purpose, and it was a semi-experimental design of pre-test-post-test type with a control group. For this purpose, 9 and 10-year-old dyslexic students of Razan city in the academic year of 2022-2023 were selected as a statistical population, which was selected through screening with a dyslexia checklist and intelligence test, 45 people were selected in a purposeful way and randomly in three The experimental group of 15 people and the control group of 15 were replaced. The experimental group was trained for 10 sessions of one and a half hours, and during this time, the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Analysis of covariance test was used to analyze the data. The results of the research in data analysis showed that multiple sensory methods had a significant effect on self-discipline and self-assessment. Also, cognitive-behavioral intervention has had a significant effect on discipline and self-assessment. In this regard, it seems that educators and parents should pay attention to dyslexic children in their regular classes and use multiple sensory methods and cognitive behavioral interventions in their education for better effectiveness.

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

The purpose of the present study was to investigate the psychometric properties of the Persian version of the FAAQ in people who engaged in weight loss or weight loss maintenance. In this descriptive study, 420 men and women were selected through consecutive sampling. They respond to the FAAQ and the Self-compassion Scale (SCS). To assess the validity of the questionnaire, construct validity (exploratory factor analysis and confirmatory factor analysis) and convergent validity was used. The reliability of the questionnaire was assessed via internal consistency. Exploratory factor analysis of the FAAQ’s items revealed two factors named willingness and acceptance, but, at the item level, it was different from the original model of the questionnaire. For two extracted factors, Cronbach’s alphas range was 0.73 to 0.74 suggesting satisfying reliability of the Persian version of the FAAQ. Confirmatory factor analysis supported the original two factor model of the questionnaire, and fit indices indicated a good model fit. The convergent validity of the questionnaire was also adequate. The Persian version of the FAAQ has adequate reliability and validity in Iranian society and is a good self-report for research and clinical settings.

Moral education in the contemporary period is one of the sensations of policymakers and educational and moral system tutors of the society, and therefore they have used numerous models and different views of expert. Among these experts Allame_Tabatabaee(may Allah bless him) has possessed a notable position. The purpose of this paper, is making clear the moral education fron Allame's point of view by emphasizing on four elements: purpose, content, method and evaluating. It has been used of descriptive-analytical method in this research. The ultimate goal of Allame in moral education is accessing to worldly prosperity and prosperity in the hereafter and good intentions of moral factor. From Allame's point of view in moral education the Content has topicality and the planners should have serious revolving in its selection and organization. The first step in Allame moral education is recognizing moral virtues and wicked acts. Invitation method is the most fundamental method in teaching Allame moral education. Moreover, in moral education it has been utilizing some methods like: servitude, execution, revival method innate, preventing and eliminating method. Main method in evaluating in Allame moral education is self-criticizing. Trainers by self-criticizing method pays attention to evaluate his own morality by using four skills of promise, punishment, control and check.