نشریه راهبردهای شناختی در یادگیری
پیاپی 4 (بهار و تابستان 1394)

This study was performed for predicting academic procrastination in university student based on demographic factors, emotional intelligence, self-efficacy and academic self-appraisal. In a correlational descriptive study, 280 participants among university students of Islamic Azad University, Tehran Research and Sciences Branch were selected by randomly stratified sampling method and answered to Demographical Questionnaire, Tuckman Procrastination Scale (TPS), Schutte Emotional Intelligence Scale (SEIS), General Self-Efficacy Scale (GSES) and Academic Self-appraisal Questionnaire. Correlation and linear multiple regression in stepwise method was used for data analysis by SPSS-19 software. According to the results; self-efficacy, academic self-appraisal and Scholastic level had significant role in predicting academic procrastination and capable for prediction of 0.36 variation of academic procrastination in this research sample (p<0.0001). In this regression analysis, the emotional intelligence didn’t had significant role in prediction of academic procrastination (P>0.05). Regarding with importance of self-efficacy, academic self-appraisal and Scholastic level in academic procrastination, reinforcing self-efficacy and improving academic self-appraisal skills in regard with bi-categorical variable of scholastic level will has important role in elimination of academic procrastination.

The present study aimed at an investigation of the effectiveness of the cognitive strategies teaching on academic achievement and academic Burnout in third grade primary high school students. The present study presents the experimental method with pre test and post-test and a control group. The statistical population consisted of all male students in third grade primary school in academic years of 1392 – 1393 in Lordegan the city among whom 64 subjects were, randomly selected sampling methods. among whom 32 patients randomly were placed in the experimental group and 32 patients in the control group. The measurement instraments in the present study was of academic burnout questionnaire of Salanvva Brsv and Aschfly (1997) and the average students. Average results of the test in both control and experimental groups were not significantly different. The data were analyzed with use descriptive statistics and multivariate of covariance analysis (MANCOVA) and software SPSS _18. The results of multivariate of covariance analysis revealed of cognitive strategies teaching to improve academic achievement and reduce academic burnout (P <0.001). Based on these findings, it can be concluded that cognitive strategies Teaching has been effective to reduce academic burnout and enhance academic performance, thus this study suggested use of cognitive strategies to reduce academic burnout and increaset achievement.

The aim of this study was to investigate the relationship between self-management cognitive readiness - emotional creativity Razi University students. 288 students (103 boys and 185 girls) were selected through the sampling S·hmyh¬Ay example. Results from the questionnaire of self-righteous (1391) and cognitive-emotional readiness questionnaire study were collected creativity

By using independent t-test, regression analysis, Manoa were analyzed.

The results of simple and multiple regression showed that self-efficacy scale research and its subscales can be emotional, cognitive readiness of creativity to predict. The efficacy of the subscales of research, conceptualization variable predictors for cognitive and emotional readiness of student's creativity. Independent t-test results showed that male and female students in the total scale of cognitive and emotional readiness of creativity there is no significant difference, but on a scale of risk was significant difference between male and female students.

The findings suggest the efficacy variable of the power of predictive acceptable for research enjoys the creativity, the people who experience a higher self-management in terms of both creativity will be more productive.

This study aimed to predict academic procrastination identity was based on communication skills and styles. This study is an analysis of the correlation. The population of 211 students in the first semester in high school Ramian city were 93-94. Was selected by cluster sampling and test Queendom communication skills, academic procrastination test rider completed questionnaires identity style. Ramian were selected by cluster sampling and completed the Queendom (2004) Communicational Skills Inventory, Berzonsky (1989) (ISI-G6) Identity styles Questionaire and Savari (1390) Academic Procrastination Test and data were analyzed by SPSS software. Findings indicated that communication skills with academic procrastination (32 / 0- = r; 0001/0 = p) there is a significant relationship and only between procrastination fatigue and effective listening, procrastination Arising from without the programand effective listeningThere is no significant relationship. Between identity styles and procrastination there is significant relationshipand only between procrastination arising from without the program and Informational identity style and normative identity style there is no significant relationship. There are a significant relationship between identity styles and communication skills only between normative identity style and strictly between disoriented style and effective listening and Commitment Identity style and Strictly There is no significant relationship. Regression analysis showed Subscale of insight has no significant role in predicting academic procrastination. The results showed that the teaching of communication skills and help with some of the identity-seeking styles helped to reduce the academic procrastination.

To compare the effectiveness of multi-sensory teaching methods Everton and Fernald on improving dysgraphia dysgraphia second grade elementary school students was conducted. semi-experimental with pre and post-test and population, including students at the beginning of the school year was dysgraphia 93-1392 in the center of the city of Malayer learning disorders were enrolled. Based on this number, 50 were based on simple random sampling, 16 of them were selected and randomly divided into two groups of Everton and Fernald, were replaced. To ensure homogeneity of variance of IQ, Wechsler test (child form) was used. Since the dependent variable in each group had 14 sessions of 45 minutes. Results and The results showed that both methods were effective in improving children's disorder, dysgraphia, but the effectiveness of Everton in comparison with more Fernald, and this difference was statistically significant. The result also showed that both methods on improving dysgraphia impaired students of both sexes, their effectiveness.

The aim of this study was to evaluation the effect of training cognitive strategies (Englert model) on the education achievement of students in the fifth grade that has a specific learning disability in Dysgraphia. Experimental methods were pre-test and post-test with control group. Statistical Society was 480 students in fifth grade in Ilam with Dysgraphia. Sample size was a simple random sampling method, 60 patients (30 female and 30 male), who were divided into experimental and control groups. To measure variables is used, the questionnaire content analysis of the written language, Raven intelligence test, Child Behavior Checklist, Persian spelling in reading test, interview and student achievement test. After selecting the experimental and control groups, the pre-test was performed on both groups,, the experimental intervention only on the experimental group were presented in 25 sessions in five different stages, and after completion of the program, then past - test was performed on both groups. The data were analyzed with using ANOVA and Tukey test. The results showed that cognitive strategies are effective in reducing disorder and is a significant difference between control and experimental groups. As well as significant differences between male and female students in academic performance was not observed after teaching cognitive strategies. On this basis, it can be concluded that cognitive strategies training can be effective as therapeutic approach, on education achievement in students with Dysgraphia.

This study aimed to test the psychometric Revised version of Achievement Goal Questionnaire (AGQ-R; Elliott and Mvrayama, 2008) was among a group of Iranian students. A correlational study of 322 undergraduate students (166 boys and 156 girls) AGQ-R and comprehensive version emotional development questionnaire (AEQ; Pkran, Goetz and Perry, 2005) responded.In order to determine the validity of AGQ-R statistical techniques exploratory factor analysis and confirmatory factor analysis to assess the internal consistency, Cronbach's alpha coefficients were used AGQ-R. Also, at the same time to the study of criterion validity AGQ-R, correlation between achievement goals with positive and negative emotions, progress was reported. Principal components analysis using varimax rotation showed that AGQ-R of four orbit avoidance mastery goals, target Tslt¬Mdar tendency, goal-oriented and performance-avoidance goal orientation functional circuit is formed. The fit indices confirmatory factor analysis based on software AMOS, confirmed the existence of these four factors. The results of the correlation between mastery and performance improvement objectives with positive and negative emotions experimental progress AGQ-R at the same time supported the criterion validity. The internal consistency coefficient values ​​AGQ-R for the purpose of avoiding control circuit, control circuit, trend, target and goal Ajtnab¬Mdar functional performance with 88/0 Graysh¬Mdar respectively, vary from 850, 77/0 and 77/0 respectively. Overall, the results showed that AGQ-R for the purposes of assessing progress in the Iranian students is valid and reliable tool.