نشریه راهبردهای شناختی در یادگیری
پیاپی 9 (پاییز و زمستان 1396)

The aim of this study was to comparatively examine the attention and answer control in people with attention-deficit hyperactivity disorder and cognitive disorder.
The statistical method was descriptive-analytical of comparative- casual type. The statistical population of this study included 160 persons (120 patients with cognitive disorder and 30 patients with attention-deficit hyperactivity disorder) from people referring to Kerman Peivand consultation center since March 2015 to March 2016. The sample included 34 patients with cognitive disorder who were selected by simple sampling method and 30 patients with attention-deficit hyperactivity disorder who were matched with cognitive group in age perspective. For collecting data, the questionnaire of numbers version continuous operation and for data analysis independent t-test was used.
The results showed that there is a significant difference between scores means of two groups of attention-deficit hyperactivity and cognitive disorder in variable of attention dimensions (readiness, focus and speed) and answer control dimensions (precaution, continuity and perseverance).
Therefore, if this disorder is diagnosed accurately in childhood and is treated with suitable methods, irrecoverable risks accession such as dropout, addiction to drugs, reduction of self-confidence, delinquency and aggression in adulthood could be prevented.

the aim of the present study reviews the effectiveness of critical thinking training on problem solving styles anddecision making styles.
statistical research community includes all undergraduate students of the Bachelor of the Payame noor University of Tehran in academic year 94-95 who were among 40 students to the methods of random sample selected using multi-stage cluster store with cloud-based research plan of the type before the test – so the test with the control group in a experiment and control groups were appointed (20 students in tests and 20 students in the control group). Interventions relating to the training of critical thinking for a 45 minute training sessions during the two-week meeting on the students Group conducted tests. Used tools, problem-solving style questionnaire Cassidy and long (1996) anddecision making styles questionnaire Scott & Bruce(1995). the data obtained by statistical analysis method of case analysis.
Findings: the results of the study showed a significant difference between the groups (MANCOVA). The test results also suggest the existence of a single the difference was significant in both variables.
the result of the combination of the student's abilities and critical thinking, to maximize it is to promote total decision making styles,logical decision making style and problem solving styles leads. so it can be acknowledged that with the growth and progress of critical thinking as level and capabilities from and effective problem solving, levels total decision making styles,logical decision making style students also will be upgraded. On the other hand non-constructive style avoidance and intuitive problem-solving and decision-making style of avoidance and intuitive other hand, felt.

The aimed present study was to compare the compare effectiveness of cognitive and meta-cognitive strategies to academic hope in girl and boy students.
The present study Quasi-experimental (pre-test and post-test and follow-up design) with the control group. The study population was includes all students in second grade boys and girls of secondary school Khorramabad city in 2015-2016. Required sample in this study were, 56 individual's girl students and 56 individual's boy students. The samples in each gender were selected randomly, 28 individuals in the experimental group and 28 individuals in the control group.There for, were student experimental groups both gender, cognitive and meta-cognitive strategies trained.At this time not received training students the control group girl and boy.Ultimately, then each experimental and control group segregation to gender, were imposed to post-test and again two months later both groups were follow-up. The amount academic hope with scale of academic hope Campbell and Cowen (2001), using analysis of variance with repeated measures and t-test with spss-19 were compared.
Results showed, significantly increased the mean experimental group academic hope score both gender been compared to control group (p The cognitive and meta-cognitive strategies training, impact to increase the hope academic.

Teaching is a collection of works that did by teacher for the facilitation or guide of students. The present study aimed to validate and verify factor structure of the Teaching Strenberg Intelligence questionnaire. This inventory devised by Paolo and colleague in 2013. Statistical population included all teachers that working in seven areas of education department in mashhad city at 2014. Of this group, 210 samples were selected through systematic random sampling. For analyzing the data of this research, factor analysis method was used and Cronbach 's alpha. Factor analysis results revealed that this questionnair contains four separate factors including creative, reproductive, analytical, and practical styles. Test reliability coefficient was obtained 0.705 for total scale using Cronbach's alpha. The overall results of the study showed that the Teaching Strenberg Intelligence questionnaire has good internal consistency and can be used as a valid tool for the assessing teaching styles for all teachers.

A meta-analysis of gender differences and English language learning literature until 2015 is conducted. The present study is an attempt to bring together evidence from a diverse field of methods for investigating gender differences in language processing.
In total, 177 studies containing 289 independent gender outcomes were analyzed. Then, 263 effect sizes were calculated for females and 263 effect sizes were calculated for males. The Comprehensive Meta-Analysis (version 2.0) software was used to perform the statistical analyses.
Overall results indicated an effect size of essentially zero on the measure of gender. The statistical analysis yielded a large effect size, but there was no significant difference between male and female learners. Moreover, the analysis of effect sizes for different measures of language ability showed almost all to be small in magnitude. In general, no significant heterogeneity was observed in each subset.
Gender differences in verbal abilities and functions related to language processing are not identifiable, if they exist, with the research methods used today. The implications of these findings are discussed, including their implications for theories of gender differences and their relation to the changing gender roles.

The self-efficacy scale for English language learners (QESE) was devised by Wang (2014) based on Bandura's self-efficacy theory to be applied to school contexts in order to measure English learner's self-efficacy. The aim of the present study was to evaluate the psychometric properties this scale.
The population included all the senior high school students studying in District One and Two of Hamadan, during the 2015-2016 academic years among whom 408 participants were selected as the sample through multistage cluster sampling.
The validation results showed that QESE validity had the values of 0.902, 0.912, and 0.864 using Cronbach's alpha, lambda squared, and Guttman split-half, respectively. Further analysis confirmed the content and construct validity of the QESE. The results of the confirmatory factor analysis, as the primary form, confirmed the four factors of efficacy in reading, efficacy in writing, efficacy in listening, and also speaking efficacy.
According to the results, it can be maintained that QESE is a reliable and valid instrument to measure self-efficacy in English learning and it can be used as a useful tool to assessment self-efficacy in English language learners.

The healing of bone defects in the craniofacial region is an important clinical issue. We aimed to compare the effects of octacalcium phosphate (OCP) and the combination of OCP/gelatin (OCP/Gel) on calvarial bone regeneration in rats.
In this study, 72 male Sprague Dawley rats were randomly assigned to the OCP (n=24), OCP/Gel (n=24), and control groups (n=24). Lesions with a diameter of 9 mm were created in the parietal bone and were filled with 9-mg OCP and OCP/Gel disks. In the control group, no substance was implanted in the defect. Sampling was performed on days 10, 14, 21, and 28 after the implantation. After tissue processing, 5-µm sections were prepared and stained by hematoxylin and eosin (H&E) stain. The sections were studied, and the volume fraction of the newly formed bone was assessed by Kruskal-Wallis test at a significance level of 0.05.
In the experimental groups, new bone formation was detected at the margins of the defects 10 days after the implantation. With the progression of the healing process, the newly formed bone covered greater areas of the defects and developed a more mature structure. In the control group, the defects were primarily filled with a dense connective tissue with small islands of new bone. The results of histomorphometric assessments showed that the volume of the newly formed bone in the experimental groups had a significant statistical difference with that in the control group (P The OCP/Gel composite can be useful in the healing process of calvarial bone defects.

The purpose of the present study was to compare cognitive inhibition in three groups of students with high, normal and low achievement in mathematical.
This study was a causal-comparative study. The population of this study included all fifth grade students in 1393-94 in Arak. 33 students with high mathematical achievement, 39 students with normal mathematical achievement and 36 students with low mathematical achievement were selected by convenience sampling method. To collect the data, Raven’s IQ test, Conners Teacher Rate Scale, researcher constructed mathematical test and numerical stroop test were used. For analyzing the data, multivariate analysis of variance and follow-up Scheffe tests were used.
The results of multivariate analysis showed that there was a significant difference between performance of three groups of students in numerical stroop. Results of follow-up Scheffe test showed the interference score of numerical stroop effect and physical stroop effect in students with normal mathematical achievement was higher than students with high mathematical achievement and the interference score in students with low mathematical achievement was higher than other groups.
It can be concluded that students with low mathematical achievement have the lowest performance in cognitive inhibition.

The purpose of the present study is to investigate the relationship between difficulties in emotional regulation and metacognitive beliefs with repetitive negative thinking in high school students.
The method of study was correlational. The statistical population present study comprised of all grade high school boy students of Tabriz in 2016-2017 academic years that were studying. A choice sample of the population, using cluster random sampling method, a sample of 353 subjects was chosen. For data collection, theEhring perseverative thinking questionnaire, Gratz and Roemer Difficulties in Emotion Regulation Scale and Wells & Cartwright-Hatton Meta-Cognitive Questionnairewere used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis.
The results showed that exist significant positive relationship between repetitive negative thinking with components of non-acceptance of emotional responses, emotional, difficulties engaging in goal-directed behavior, impulse control difficulties, lack of emotional awareness, lack of emotional clarity and total score difficulties in emotional regulation and no relationship was observed between repetitive negative thinking limited Access to Emotion Regulation Strategies. Also exist significant positive relationship between repetitive negative thinking with positive beliefs about worry, negative beliefs about uncontrollability, cognitive confidence and cognitive self-consciousness and there is no relationship between repetitive negative thinking with need for control. Also regression analysis revealed that the difficulties in emotional regulation, components of nonacceptance of emotional responses, impulse control difficulties, difficulties engaging in goal-directed behavior, metacognitive beliefs and component cognitive self-consciousness could positively and significantly predict the repetitive negative thinking in students.
The results show that component of difficulty in emotional regulation and metacognitive beliefs considerable part of repetitive negative thinking could explain in students.

Aim: The aim of the present study was to examine effect of positive thinking skills in the way of group study on positive emotional learning and academic self-regulation in on grade girl high school students.
The study method of s up-experimental with design pre-test - post-test with the control group. The study population included all high school girl students in on grade Khorramabad city area two public schools in the academic year 1395 - 96. Sample size of 60 Person (of Person 30 experiment group and Person 30 control group) using multi-stage random cluster were selected. only experimental group was training of positive thinking skills in the way of group. After the training Meetings, from both the experimental and control groups were post-test. In this study measuring tool, questionnaire learning excitement Pkran, Goetz, Titz & Perry (2002) and academic self-regulation Ryan (1987). Eventually information collected through questionnaires, with of using SPSS - 18 and descriptive and descriptive and inferential test run such as analysis of variance univariate and multivariate analyzes were done.
Results showed that positive thinking skills in the way of group study had a significant impact in increacing positive emotion learning and academic self-regulation of first grade female students in the first period of high schools in Khorramabad (P

The purpose of present study was to determine the predictive role of achievement goals and intelligence beliefs associated with assertiveness of second grade girl high school students in the second district of Zahedan.
The research method of this study was correlation- descriptive design. 306 students were selected as sample for this study by Stratified random sampling. Three questionnaires of Assertiveness (Gambrill & Richey, 1975), achievement goals (Midgley, 1998), and intelligence beliefs (Babaie, 1998) were used to collect the information, that their reliability through Cronbach’s Alpha were reported, 0. 80, 0. 93 and 0. 81, respectively. To analyze the data, Pearson correlation coefficient, stepwise regression and one-sample t test was applied.
The results revealed that there was a significant and direct relationship between mastery goals and approach- performance with assertiveness. Meanwhile, avoidant-performance was not significantly related to assertiveness. Also, the findings of this study demonstrated that two types of entity intelligence beliefs and incremental intelligence had a significant and reverse relationship with assertiveness.
the results of this research illustrates that approach- performance goal and incremental intelligence belief can predict the assertiveness of students.

The present study compared to executive function and emotional intelligence in blind and sighted middle school students in Khorram Abad conducted 's.
The method is based on comparison of survey research. The study sample consisted of all students blind to size (30) were due to population size, low conducting a sample survey, students also see the cluster sampling, a total of 30 patients in the study areas 1 and 3, where were given. In order to assess executive functions (planning - decision-making, organization, response inhibition) Coolidge and neurological tests to assess emotional intelligence, emotional intelligence scale was shot. Neurological examination by parents of blind and visually impaired and sighted students Mqyash EI shot itself will run. In this study statistical methods used independent T-test (two-tailed test) and Kolmogorov - Smirnov test was . The results of this research showed that the performance of the functions of the components of emotional intelligence between blind and sighted students, there was no significant difference (P>0/05). Given the importance of psychological variables such as: executive function and emotional intelligence in the development of blind people in the absence of visual deprivation, recommended identify any of these abilities in the blind training in the management and utilization of the abilities of blind people be taken.

The purpose of this study is possibility of predicting the Academic Buoyancy of students based on their perceptions of the learning environment by examining the mediating role of cognitive, metacognitive, motivation and academic self-efficacy.
Research method is a correlation and the participants included 320 students of Allameh Tabatabai University in Tehran that were selected by random cluster sampling. Academic Buoyancy Martin & Marsh(2006), Dundee Ready Educational Environment Measure (DREEM, 1997) cognitive & metacognitive, Dowson & Mcinerney(2004) achievement motive Hermans (1970) and self-efficacy Sherer and el(1982) questionnaires were used. Psychometric assessment characteristics such as reliability and validity were evaluated and the adequacy of data collection tool was desirable. In general results of statistical analysis showed that the standardized coefficient of the direct effects perceptions of the learning environment on cognitive, metacognitive, motivation and academic self-efficacy for 99% confidence level and direct effects perceptions of the learning environment, cognitive, metacognitive, motivation and academic self-efficacy on Academic Buoyancy The 95% confidence level were significant.
Generally, the findings show the role of perception from the learning environment in promoting cognition, metacognition, achievement motive and self-efficacy in order to achieve Academic Buoyancyt.