نشریه راهبردهای شناختی در یادگیری
پیاپی 16 (بهار و تابستان 1400)

the aim of this study was to determine the effectiveness of cognitive rehabilitation based on executive functions on the academic performance of slow learners. 

the research was a quasi-experimental study with a pretest-posttest with the control group. The statistical population of the study consisted of all slow learners in Kashan 2018-2019. Using an available sampling method, 30 students with the required criteria based on the inclusion criteria were selected and randomly assigned to experimental (n = 15) and control (n = 15) groups. The experimental group was trained in 12 sessions of 1 hour and the control group did not receive any intervention. ANOVA was used for data analysis.

the results showed that cognitive rehabilitation based on executive functions was effective on academic performance (p < 0.05).

based on the results of present study, it can be concluded that cognitive rehabilitation based on executive functions can be used as an interventional method to improve academic performance of verbal working memory in slow learners.

The aim of this study was to investigate the relationship between coping strategies and perceived social support with academic burnout in students of Azad University, Science and Research Branch of Tehran.  

This research was a correlational study and the study population consisted of all senior students of Tehran University of Research Sciences in the academic year 2016, from which 300 students of the Faculty of Humanities were selected using multi-stage cluster random sampling.  Bresso et al. (1997) Burnout Questionnaire, Parker and Andler Stress Coping Styles Questionnaire (ClSS) and Multidimensional Perceived Social Support Scale (MPSSS). Data analysis was performed by Pearson correlation and regression. 

According to the results, the relationship between spouse support (special person) (r = 0.122) at the level of 0.05 with academic burnout is positive and significant, coping strategies in the problem-oriented strategy component (r = -0.149) and strategy  Excitement (r = -0.222) is significant at the level of 0.01, which of course has a positive and significant relationship between problem-oriented strategy and burnout, and a negative and significant relationship between emotion-oriented strategy.

Concultion: 

The results showed that there is a significant negative relationship between coping strategies and perceived social support with academic burnout.  Therefore, it can be concluded that there is a relationship between coping strategies and perceived social support with academic burnout.

This study is a response to the inadequacy of research on individual and social factors affecting desirable social tendencies and self-control. The aim of this study was to predict self-control and desirable social attitudes based on mood characteristics and social support through the mediating role of social emotional competence and self-efficacy in regulating the emotions of female high school students.

The research method of this study is correlation of structural equations. The sample size of 495 secondary school students was selected by cluster random sampling. To collect data from Rosenbaum (1980) self-control questionnaire, Carlo and Randall (2003), Moody Brom (2007), Wax et al. (1986), Self-efficacy in emotion regulation of Caprara et al. (2008), Social emotional competence of students Zhu and E (2012) were used. In order to analyze the data, statistical methods of structural equation modeling were used.

By considering the obtained indicators and acceptable values for the adequacy of the model, the acceptability of the model was guaranteed. Based on the model presented in this study, the self-control variable R2 = 0/63 and the variable of desirable social tendencies R2 = 0/48 were explained.

Social emotional competence strengthens desirable social tendencies and self-control. Therefore, education should be focused on cultivating students' competencies, especially in the social emotional dimension.

This study aimed to compare the effects of teaching methods of dynamic and static graphic images with traditional methods on geometric attitude and anxiety.

The present study was a quasi-experimental and pre-test-post-test type. Among the students of mathematics in Tabriz Schools, three classes from different schools that were economically and socially close to each other were selected by a purposeful method. The topics of geometric and arithmetic drawings were taught in one class in a dynamic way (n=27), in a second in a static way (n=27), and one class was taught in the traditional way (n=27). To collect data, Duatepe, Ubuz geometric attitude test, and Sağlam, Türker & Umay geometric anxiety test was used. Data were analyzed by Multivariate analysis of covariance analysis.

The results showed that teaching geometry by static and dynamic graphic images method resulted in a more positive geometric attitude and less geometric anxiety compared to the traditional method. But the difference between the two graphic images methods was not significant.

The results of this study confirmed the effectiveness of using graphical imaging methods in improving geometric attitude and reducing geometric anxiety.

The aim of the present study was to investigate the role of digital tools in teaching cognitive concepts of cultural heritage to children.

The present research method is analytical-descriptive. The statistical population of the study was cultural heritage experts, among them; a sample of 55 persons was selected based on the criteria of entry purposeful. In order to collect information, library documents, the latest research in the field of computer games was used. A researcher-made questionnaire was also used to gather information from cultural heritage experts.

The results showed that teaching cultural heritage concepts to children was subdivided into four sub-categories including digital games, animation, stories and plays, visits to museums and ancient sites. Also,  out of participants, 32 (58.18%), 13 (23.64%), 8 (14.55%) and 2 (3.64%) considered digital games,  animation, stories and plays, and visiting museums and ancient sites as their first to fourth priority, respectively, in the subcategory of teaching cultural heritage concepts to children.

Based on the results and the priority of digital play according to the experts, it seems that using digital tools, which has a high efficiency in transferring concepts to children, provides a suitable infrastructure for tangible understanding of abstract concepts.

The number of students graduating from schools without acquiring knowledge and infrastructure skills is increasing day by day. The fact is that schools only give people "information and knowledge", but real life requires "wisdom" and "skill". Instead of acquiring the skills necessary for life, such as creative thinking and problem-solving ability, financial management, negotiation skills or communication skills,. they only learn to memorize information. A memory that is not very stable, this system needs to be reviewed and modified. In this study, non-cognitive concepts in previous studies in this field and upstream documents have been studied and then interviewed with experts with the approval of non-cognitive skills and their classification.  

In this research, qualitative research method, contextual theory was used.The statistical population of the research includes principals, teachers and deputies of the first secondary schools. Appropriate target sampling method (interview with 45 people) was required. Semi-structured interview tools were used to collect research data.

Qualitative analysis method was used to analyze the research data.The results were analyzed using Maxqda software. For this purpose, the analysis was performed in three stages of open coding, central coding and selective coding; and 210 open codes were extracted and then classified into 46 sub-components and 17 main components (central code) and 3 sub-categories and 2 main categories (selective code).

The results of this study showed that the main categories are key and basic competencies and sub-categories include non-cognitive interpersonal and intrapersonal skills.

The aim of this study was to provide a causal model for predicting academic achievement based on problem-solving variables and students' aspirations mediated by academic resilience.

The method of this research was descriptive correlation and structural equations. The statistical population consisted of all male high school students in Karaj in the academic year 97-98. Participants included 380 students who were selected through multi-stage cluster sampling. To measure the research variables were used the Academic Resiliency Questionnaire, the Assertiveness Questionnaire and the Problem Solving Questionnaire. For data analysis Pearson correlation test and path analysis were used to examine the causal relationships between variables.

According to research findings, problem solving skills have a direct effect on students' academic achievement (β=0/66, P≤0/01). The indirect effect of problem solving skills through academic resilience on students' academic achievement is significant (β=0/25, P≤0/05). this study was confirmed the direct effect of audacityon students' academic achievement (β=0/56, P≤0/01). this study was confirmed The indirect effect of audacityon students' academic achievement through academic resilience(β=0/26, P≤0/05). Academic resilience has a direct impact on students' academic achievement (β=0/55, P≤0/01). Overall, the results of this study provide evidence for the mediating role of academic resilience in the relationship between problem solving and audacitywith students' academic achievement.

Teaching problem-solving and assertiveness skills can increase academic resilience and subsequent academic achievement.

Studies show that the human brain has special performance for improving learning, and teachers who use new theories of brain-based education, enhance students' learning experiences to a high level. The aim of this study was to determine the effectiveness of brain-compatible learning on self-regulated learning and academic engagement in secondary school students.

The present study was a quasi-experimental study with a pretest-posttest design and a control group. The population of the study included all ninth grade male students of the junior high schools in Mako in the academic year 2019-2020.  Thirty sample (15 people for each group) was selected out of the total population through purposive sampling method and randomly assigned into experimental and control groups. Data collection tools included Academic Engagement Scale (AES) and Motivated Strategies for Learning Questionnaire (MSLQ). The training basis of brain-compatible learning, was the implementation of 12 principles of brain-based learning by Caine et al (2005), which were performed in a total of 8 sessions of 50 minutes. Data analysis was performed using Analysis of Covariance (ANCOVA) in SPSS statistics.

Findings showed that brain-based education led to a significant difference between the groups, so that it showed a difference of 47% in self-regulated learning and 53% in academic engagement (p < 0.05).

The results showed that brain-compatible learning has led to an increase in the mean scores of experimental group in self-regulated learning and academic engagement, compared to the control group. Therefore, it can be argued that brain-compatible learning is effective on students' self-regulated learning and academic engagement. In an environment full of brain-centered components, learning has an upward trend and leads to positive effects on students' attitudes, academic engagement and self-regulation learning.

The aim of this study was to investigate the effect of working memory rehabilitation and cognitive-paracognitive strategies on visual memory and memory span in the elderly.

The research method of this study was a quasi-experimental in the form of pretest - posttest with control group. The statistical population of this study included all the elderly who lived in Bukan Nursing Home from April to July 2019 (N = 120). Forty-five elderly people (three groups of 15 people) were selected by convenience sampling method and then randomly assigned to three groups: first experimental, second experimental and control group. Kim Karad Visual Memory test and Wechsler Memory Span were performed on groups in pretest. Then working memory rehabilitation and cognitive-metacognitive strategies were performed. The data were analyzed by multivariate analysis of covariance test (MANCOVA) according to its assumptions.

The findings showed that cognitive-metacognitive rehabilitation and working memory rehabilitation had a positive and significant effect on different types of memory. (p <0.001). Also the results of Bonferroni test for comparing the means showed that working memory rehabilitation had more effect on dependent variables than cognitive-metacognitive rehabilitation (p <0.001).

The results showed that working memory rehabilitation and cognitive-metacognitive strategies had a positive and significant effect on the visual memory and memory span of the elderly and improved their memory abilities.

Developing learners with self-directed learning competencies is one of the important goals of education. Because self-directed learning is a process through which learners can develop their own knowledge, skills and interests in life.

the main purpose of this study was to present a self-directed learning-based curriculum model with an inverted approach that used theories research methodology to present a desirable curriculum model. The purpose of the research is to create theory and critique conceptual schemas that understand the fundamental nature and structure of curriculum phenomena and processes. In this regard, Using targeted sampling method 147 Farsi and 287 Latin sources have been used to design the curriculum schema based on the self-directed learning with an inverted approach.

After critiquing and analyzing conceptual schemas in the field of self-directed learning and syllabuses, both linear and nonlinear, and the important feature of the reversed curriculum, namely the out-of-classroom environment to the in-class environment, the appropriate schemas for optimal curriculum design. Selected and based on selected conceptual schemas in the field of self-directed learning and curriculum, the basic concepts and components were identified for designing the optimal curriculum.

Finally, based on the implications made, the characteristics and structural relationships of the elements of the self-directed learning curriculum with the inverse approach were also determined and finally the conceptual schema of the self-directed learning curriculum with the inverse approach was extracted.

The purpose of this study was to compare the sense of coherence and study habits in gifted and normal girl students.

This research was a causal-comparative study. The statistical population of this study included all students of gifted and normal girl studying in the second half of 2018 in Pars Abad city. Sixty gifted students were selected by available sampling method and 60 normal students were matched according to the demographic characteristics of age and gender with the gifted group and participated as the comparison group in this study. The two groups, individually and with the presence of the researcher, responded to Antonovsky's questionnaire of Sense of coherence and the Pulmonary Study Habits. The collected data were analyzed by means of descriptive statistics, mean and standard deviation, and multivariate analysis of variance (MANOVA).

The results showed that the mean scores of high school students in higher levels of sense of coherence and study habits (division of time, physical status, ability to read, Noting, learning motivation, exams and wellness) were different than those of students is normal (P <0.001).

According to these results, the sense of coherence and proper study habits can be explained by providing effective coping strategies when faced with issues in the student's academic achievement and motivating them.

The aim of this study was to investigate the effect of trait-state anxiety on the choice of cognitive clarity in female undergraduate students of Islamic Azad University of Sari.

129 subjects were selected by multistage random sampling. The nature of the study is semi-experimental and its design is post-test with control group. The instruments used included spielberger state-trait anxiety test and performance and measurement pakage, according to which participants were divided into cognitive and non-cognitive groups and compared in spielberger state-trait scores by one-way ANOVA.

There was a significant difference between the two groups in four trait and state anxiety. there is only a significant difference between groups two and three comparing the means by tukey`s post hoc test (HSD).

In comparison with the mean of four groups, state anxiety of cognitive group is lower than trait anxiety of non-cognitive group, those in anxiety situation with less involved emotion related to situation They prefer cognitive solutions and exposures, but those who choose non-cognitive groups are those who have more of trait anxiety than state anxiety in the group that chooses cognitive situation.