نشریه راهبردهای شناختی در یادگیری
پیاپی 8 (بهار و تابستان 1396)

Children with learning disorders despite having average or above average IQ have difficulty in the basic academic skills such as reading, writing and math. The aim of this study was comparison of organizing-planning, reasoning and working memory in children with and without specific learning disorders.
This study was Ex post facto research. The study population was included all boy students with and without specific learning disorder in fourth grade in Gonabad city. The sample consisted of 30 students with learning disorders and 30 normal students that were enrolled in2012-2013 year. Student with specific learning disorders selected through simple random sampling method and normal students selected with multi-stage cluster sampling.
The results showed that the performance of normal children in executive functions was significantly different from children with specific learning disorders (p 0/05).
According to the findings can say that performance of children with specific learning disorders in executive functions than normal children is low, so it should be noted in their assessment and treatment programs.

Aim: Hope is motivational– emotional construct refers to the expectation that based on the individual probability that pleasant events occur in the future. So the aim of this study was construction academic hope scale and investigate its psychometric characteristics in students.
This scale has 27 items that have been extracted from the content of interviews with students. To investigate psychometric characteristics of this scale 241 boy and girl high school were selected by random cluster sampling from four areas of Shiraz education schools and they answered to academic hope scale. Also to explore it criterion validity was used of the psychological hardiness questionnaire and patience scale for children and adolescents.
The results of exploratory factor analysis by principal components method with varimax rotation indicating the existence of 4 component academic hope that were named respectively to hope to gain opportunity, hope to gain life skills, hope to usefulness of school and hope to gain competency. This four component explained 58 percent of the total variance of sample. Cronbach's alpha coefficient was used to assess the reliability of the scale. Cronbach's alpha for subscale hope to gain opportunities 0/90 , hope to gain life skills 0/90, hope to usefulness of school 0/84, hope to gain competency 0/76 and Cronbach's alpha coefficient of the total academic hope scale was 0/94.
Generally the results showed that academic hope scale has an appropriate reliability and validity and it can be used as a useful tool to assessment academic hope in students.

Self-handicapping makes a lot of personal and social loss for learners and educational system. Thus, many researchers have been studying ways to prevent learners’ self-handicapping. The purpose of this study was to examine the relationship between university students’ metacognition and self-handicapping, as well as the mediating effect of students’ general self-efficacy on this relation. The participants were 336 (189 women and 147 men) students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: General Self-efficacy Scale (Schwarzer, 1992), Metacognitive Awareness Inventory Scale (Schraw & Dennisson, 1994), and Self-handicapping Scale (Jones & Rhodewalt, 1982). Cronbach’s alpha coefficient was used for examining the reliability of the scales. To determine the validity, internal consistency and item analysis were applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict self-handicapping in a direct mannar. Moreover, general self-efficacy had a mediating role in relationship between metacognition and self-handicapping. The mediating role of general self-efficacy applying Bootstrap was significant.

This study aims to predict academic procrastination based on the psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation. The research method was correlation. To do so, 375 students were chosen in Islamic Azad University in Dezful branch (175 female and 200 male) during 2015-16 through stratified random sampling. To gather the data, Procrastination Scale (Lay, 1986) and Achievement Goal Questionnaire (Eliot and McGregor, 2001) were used and for the four components of psychological capital there were used Adult Dispositional Hope Scale, Life Orientation Test-Revised, Resiliency Scale and Academic Self-Efficacy Scale. The data were analyzed using Pierson correlation coefficient and stepwise regression. The results showed that there is a negative significant relationship between academic procrastination and for the four components of psychological capital and mastery-approach goal orientation and a positive and significant relationship with performance-approach, performance-avoidance and mastery-avoidance goal orientation (P

Studies show that the inquiry-based lesson and curriculum effectively increase student's critical thinking. Therefore, the purpose of doing this project was determing of The effect of inquiry method instruction on critical thinking and in the Empirical Sciences lesson in students were boys in grade eight school of Hamedan. The method that using in this project was from kind of mid expenence with pre testing and after testing with the group of expenence and group of experience and group of control society including all of the student that were boys and were in grade eight first course Hamedan that their numbers were 3941 that they selected in 1394 that these numbers were 60 people and were selected as sample with the method of model available sampling. The tools that are use now, The test of the California critical thinking skil test –form-B (CCTST) was. In order to analyse, the information that got frome questions in pre testing and after testing descriptive statical methods including The mean, standard deviation, frequency distribution and inferential statistical methods, including covariance was used for analysed and with using of soft ware spss, it analysed.The conclusion showed that the inquiry method instruction was effective on critical thinking. Results of covariance analysis showed that the inquiry method instruction was effective on subscales of Critical thinking including, analysis, evaluation, inference, deductive reasoning and inductive reasoning. So the results of this research can be said inquiry-based learning is a teaching method could lead to the development of critical thinking abilities.

The purpose of this paper was to comparing the effectiveness of four component and Gagne instructional design models with each other and conventional method in science learning. To achieve this purpose, the experimental method with pre-test and post-test and control groups was used. The entire male students of Karaj city were the population of this research. Sample was selected through cluster sampling that include 60 mentioned population that divided in three groups (experimental1, exprimental2 and control group). Intended subject matter presented for Experimental 1 through four component instructional design model, experimental 2 through Gagne instructional design model and for control group through conventional method. For all three groups, pretest, posttest test was executed. For descriptive data analysis, mean and standard deviation scores, has been used and for inferential statistic, covariance analysis was used to examine the hypothesis. The results showed that there is significant difference between conventional training and four component a Gagne instructional design models and between four component and Gagne instructional design models was significant difference. Four component (IDM) is better than Gagne (IDM) four learning complex learning.

The purpose of this research was to developing of an educational Package for training executive functions and examining its effectiveness on academic achievement of third-grade underachiever pupils. The research method was experimental with pre -test and post-test and follow up with the control group. The educational software package included 10 games and also 10 games with pencil-paper content.Educational training for executive functions, attention, working memory, inhibition, organizing and planning was prepared. For any executive function, 2 educational game pencil-paper and 2 software game were considered. In order to investigate the effectof the training package on academic achievement of 34 underachiever pupils from elementary school to pick random sampling method and were randomly divided into two experimental and control groups. The experimental group was trained for 20 sessions. The data were analyzed using variance with repeated measures and analysis of covariance. The results showed that training package of executive functions could be effective in improving academic achievement of the subjects. The improvement in the subject of reading, spelling, and math was the least improvement, seen in reading comprehension. By controlling the age and intelligence, executive function of the impact of the intervention on reading comprehension decreased, so that there was no significant statistical difference between the average reading comprehension test of experimental and control groups. Thus, it can be concluded that training package designed for executive functions could improve student achievement in lessons on reading, spelling and math are effective and lead to decreased academic distance between normal and underachiever students.

The present study aimed to determine the effectiveness of help-seeking strategies training in the improvement of academic stress, performance and motivation by the moderating role of attributional styles among students. Therefore, using multistage random cluster and screening methods, 60 students were selected from high school students in grade 2 in Tabriz five stricts. They were divided in two groups of internal and external attributional styles based on the cutt of point in Ratters attributional styles questionnaire and were assigned in 4 groups. They completed academic stress scale and assessment of academic achievement motivation. The training sessions were administered. Results showed that by controlling the effects of pre-test, help-seeking strategies had a positive significant effect on the academic stress, performance and motivation as a combined variable regarding attributional styles (F= 2.54, p

The concept of academic engagement, one of the concepts used by different researchers in the field of education and recent research with a learning attitude. Studies have shown positive emotions and emotional atmosphere of a family with a passion for learning related components. The aim of this study was to investigate the role of emotionality and emotional climate of the family in anticipation of student's educational aspirations.
The design of this study is correlational cross-sectional design. The study population included all high school students in Ahwaz . The sample consisted of 380 students of Ahvaz were selected by multistage cluster sampling method.Between positive emotions and emotional atmosphere of a family with a passion for education, and a significant positive correlation between negative emotions and academic enthusiasm had a negative relationship.The results of multivariate regression showed that emotionality and emotional family atmosphere are predictors for academic passion.So, by reinforcing positive emotionality and promote positive emotional family atmosphere it is likely

The Effect of Bullying Prevention Program Training on Bullying, Adjustment and Empathy among Middle School Female Students, in Ahvaz
The aim of this study was to examine the effect of bullying prevention program training on bullying, adjustment and empathy among middle school female students, in Ahvaz.
The design of the study was an experimental research including pretest-posttest-follow up and control group. The participants in this study were selected by Multistage random sampling method. Based on Illinois questionnaire and opinion poll done on teachers, 40 students were selected as bully and divided randomly into experimental and control groups. The participants completed Revised-Olweus Bully/Victim Questionnaire, Adjustment Inventory for School Students and Basic Empathy Scale. The experimental group received 15 sessions (90 minutes, twice a week) of training based on the Bullying prevention program. Then, in post-test and its follow-up stage, both groups answered questionnaires of the study. Data were analyzed by multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA).
The result showed that bullying prevention program training has decreased bullying and also has increased adjustment and empathy at posttest and follow up stages.
Bullying prevention program training can reduce problems associated with bullying behavior at schools.

Learning disorders is considered to be one of the main reasons of poor academic performance and influencing factor on learning and executive functions. The aim of this study was to investigate the effectiveness of cognitive empowerment on executive functions in students with learning disorders.
In this experimental study with pretest and posttest and control group, 44 students with learning disorders are equally and randomly assigned in control and experimental groups. Experimental group received cognitive empowerment training in six sessions for 90-minutes, whereas control group did not receive any intervention. The tools used in this study included the Stroop test (for measuring inhibition), addition and subtraction test (for measuring shifting), and cards test (for measuring updating). Data were analyzed using ANCOVA.
Results showed that cognitive empowerment training is strengthen and improved executive functions in students in the experimental group, compared to the control group.
Cognitive empowerment intervention can be used for improving executive functions in students with learning disorders.