نشریه راهبردهای شناختی در یادگیری
پیاپی 17 (پاییز و زمستان 1400)

The purpose of the present study was the study of effectiveness of cognitive rehabilitation focused on working memory on the improvement of reading symptoms in elementary school students.

For this purpose, and in form of the semi-experimental intergroup project with pre-test and post-test, thirty people were selected purposefully from the statistical population of female and male primary school students with dyslexia who referred to learning disorders centers in Urmia in the academic year of 97-98. Pre-test was performed for both groups using "Reading and Dyslexia Test" tool. After recording pre-test results, cognitive rehabilitation based on working memory was performed. On this basis, active memory training was planned for 20 sessions, which was performed every week in two thirty-minute sessions. Finally, post-test was conducted to investigate the proposed changes.

The results of dependent t-test showed that cognitive rehabilitation based on working memory is effective in improving symptoms of reading disorder.

Based on these findings, training and strengthening of working memory can lead to improvement of symptoms of reading disorder.

This study aimed to evaluate the effect of personal intelligence and successful intelligence training on creativity of gifted students. 

Research method was experimental with pretest and post-test with control group. Population of this study contained all the ninth grade male students of Brilliant talents high schools of Esfarāyen city in 96-95 school year. Research sample consists 38 gifted students were randomly selected and put into three groups (personal intelligence, successful intelligence and control). Data were collected by use of Mayer personal intelligence questionnaire, Sternberg successful intelligence questionnaire and Abedi creativity questionnaire.

The results of mixed variance analysis showed that both personal intelligence and successful intelligence training program influence on student of creativity, so that, both treatments had the same efficacy to increase creativity and its dimensions (flexibility, expandability, fluid and initiative) in gifted students. 

According to the results of this study, we can say that both personal intelligence and successful intelligence training leads to improvement the creativity in gifted students by giving a deeper understanding of topics and increase their motivattion.

The purpose of the present study is survey of relationship between student’s social intelligence and academic help seeking with academic burnout by use of extraversion character as mediator variable in students of Sanandaj University of Medical Sciences.

The research methode is descriptive-survey and correlation method. Statistical population of this research included all of the students of Nursing and Midwife Faculty (Surgery room, Nursing, Midwife) in 94-95 that the participants were four hundred. About 198 of the participants were selected by determining the sample size with Cochrane method, also the sampling method was used in this research proportional sampling. The instruments in this study including: four social intelligence’s questionnaire, help seeking, academic burnout, and Neo’s extraversion property. For analyzing the data, the structural equation modeling approach was used by using Amos software 18 editions, SPSS, and LISREL (version8/54).

The most findings of the research were social intelligence with %38 coefficient and help seeking with %83 coefficient. They can directly explain academic burnout and indirectly the mediator of extraversion property.

generally, previous studies have evaluated scientific research as academic and psychological harms, but this study showed that it can be used to improve or improve the status of social intelligence. academic help seeking can reduce academic burnout.

The aim of this study was to determine the basic cognitive skills required to answer the questions of the Ryon IQ test and to identify the strengths and weaknesses of ninth grade students in this skill using cognitive diagnostic assessment models.

The present study is a descriptive research in terms of the type of datacollected and an applied research in terms of purpose. The statistical population of this study was all ninth grade students of public schools in Tehran in the academic year of 1994-95. Among the nineteen education districts, 700 male and female students were selected through cluster random sampling. First, with the help of experts in the field of intelligence, a Q matrix was formed which included the relationships between 8 basic skills and 60 Ryonn test questions and was analyzed using the non-compensatory DINA model with the help of CDM package in R software environment. Then, in order to determine the probability of the subjects' mastery in each of the skills by determining the cut-off point of 0.7 for the mastery limit, using the expected posterior method in the framework of the DINA model, the subjects in each of the skills were divided into two Dominant and non-dominant group.

The results of cognitive diagnostic assessment showed that the highest probability of mastery was related to stability and progress skills and in general, the subjects' status in all skills except two skills of thought mastery and quantitative reasoning was evaluated as desirable.

Considering the unfavorable situation of the subjects in the two skills of quantitative reasoning and mastery of thought over other skills, it can be concluded that students are weak in producing fast and fluid ideas and discovering mathematical relationships; Therefore, it is suggested that schools pay more attention to fostering students' creativity and assign them tasks that require brainstorming.

Over the past two decades, many researchers have examined the relationship between epistemological beliefs and academic performance, which yielded different results. Thus, it is essential to use meta-analysis study to resolve discrepancies and present a general result.  The aim of this research is a meta-analysis of the relationship epistemological beliefs and academic performance.

The method of this research is meta-analysis. The populations were available related studies between 1379-1398 and 1993-2018. For gathering data, was used the Mesrabadi research proposal check lists (1389). 99 effect sizes were being investigated based on inclusion and exclusion criteria on 31 primary researches. Sensitivity analysis, fixed and random effects models and the heterogeneity analysis with CMA software was used for data analysis.

The findings indicated that the mean of the total effect of the studies were 0.035 for the fixed effects model and 0.041 for the random effects model. As the effect sizes were heterogeneous, gender and type of sample were examined as the mediating variables. The results indicated that the effect size of relationship between epistemological beliefs and academic performance in researches that used of female sample is more than to the other researches. Also the results indicated that in researches the subjects of the research were first middle school students the effect size of relationship between this two variable is more than to the other researches. The results indicated that the relationship between epistemological beliefs and academic performance in factor of omniscient authority is more than to the other factors of epistemological beliefs.

The findings showed relationship between epistemological beliefs and academic performance.

The aim of this study was to investigate the effect of a four-component educational design model on problem solving skills of university students. 

in this study a quasi-experimental research method with pre-test and post-test design with control group was used. Participants in this study included 23 undergraduate students in the field of educational sciences - educational technology major of Arak University, in the academic year 2019-2020, were chosen by convenience and purposive sampling and randomly assigned into two experimental groups, 12 and control. , 11 subjects. Learners in the experimental group took the course of electronic content production based on a four-component educational design model, while the teaching method in the control group was the conventional method. The data collection tool was Hepner and Patterson (1982) problem solving questionnaire.  Analysis of covariance (Ancova) was used to analyze the data.

  Statistical findings showed that the instructional method based on the four-component instructional design model had no significant effect on students' problem-solving skills (p> 0.05).

In addition to educational models and methods, there are other factors involved in developing problem-solving skills that should be considered in the educational process.

The purpose of the present study was to predict academic engagement based on problem solving styles, self-control and emotional expression among students of Farhangian University.

The research method was correlation and the statistical population included all the students of Ilam Branch of Farhangian University in the academic year 2019-2020. The sample consisted of 217 persons (94 girls and 134 boys) who were selected according to Morgan table by proportional random sampling. And they responded to the Lam et al. academic engagement (2014), the Cassidy and Long problem solving styles (1996), Tangney et al. self-control (2004) and King and Ammons emotional expression (1990) questionnaires.

The results of logistic regression analysis showed that positive problem solving (p <0.01), negative problem solving (p <0.01), self-control (p <0.01) and emotional expression (p <0.03) predicted academic conflict in students.

Based on the findings, it can be concluded that problem solving styles, self-control and emotional expression play a role in students 'academic engagement and can be considered as important variables affecting students' academic engagement.

The aim of this study was to compare the effectiveness of cooperative and metacognition teaching methods on motivational beliefs and self-regulated learning in male high school students in the Lodab region.

The research was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all male students of the second year of high school in the Lodab region in the academic year 1399-1399, from which 60 people were randomly selected and randomly assigned in 3 groups: teaching method of cooperative teaching, metacognition teaching method, and assigned control. (20 people in each group). The two experimental groups received cooperative training based on cooperative teaching method and metacognition teaching method by a teacher in 10 one-hour sessions for 2 months, while the control group received their usual training in the classroom. The research instrument included Pintrich and Digrott (1990) Self-Governance Learning Strategies Questionnaire which was completed in two stages of pre-test and post-test.

The results of the multivariate analysis of covariance showed that intervention methods (cooperative teaching method and metacognition) were effective on the variables of motivational beliefs and self-regulated learning (P <0.01). Also, the results of comparing the effect of cooperative and metacognition teaching methods on motivational beliefs and self-learning showed that cooperative and metacognition teaching methods did not differ significantly in influencing these variables.

It can be concluded that cooperative and metacognition teaching methods can increase the motivational beliefs and self-regulated learning of students.

The aim of this study was to determine the effectiveness of stress immunization training on academic self-efficacy of male students with academic stress.

This study was applied in terms of purpose and experimental in terms of method with pre-test-post-test design with control group. The statistical population of the study consisted of all male students studying in the tenth grade of the second secondary school in Ardabil city in the academic year 2020-2021, from which 40 students with academic stress were selected using cluster random sampling method and randomly in the experimental group (n= 20) and control group (n= 20) were replaced. Participants in the experimental group received eight sessions of stress immunization training. The Jenks and Morgan Academic Self-Efficacy Questionnaire (1999) and the Zajacova, Lynch & Espenshade Academic Stress Questionnaire (2005) were used to collect data.

The data were analyzed by analysis of covariance. The results showed that students with academic stress in the experimental group had significantly higher academic self-efficacy than students with academic stress in the control group in the post-test (p<0.01).

Therefore, it can be concluded that stress immunization training is effective on academic self-efficacy of students with academic stress, so stress immunization interventions can be implemented as interventional services in schools on a regular basis to be able to reduced the problems of students with academic stress.

The aim of this study is to investigate the effectiveness of mind map-based study method on students' achievement motivation and academic engagement.

The current study method is a semi- experimental pre-test and post-test investigation that is associated with a control group. Statistical population consisted of all The statistical population of the study was male students of the first year of high school in Yazd (14492 students) in the whole of 2019-2020. 50 students were selected as a sample using multi-stage cluster sampling method and randomly replaced in two groups of 25 experimental and control. The experimental group underwent 10 sessions of training method based on mind map; While the control group did not receive any intervention. To measure the variants, Herman's progress motivation survey (1997) and Reeve's academic engagement survey (2013) reused for both groups. The obtained data from pre-test and post-test were analyzed using multivariate and univariate analysis of covariance.

The results showed that teaching the study method based on mind map increased the academic engagement, and motivation of students in comparison with the control group in the post-test (P <0.0001).

Mind mapping study method can be used to increase academic engagement and student achievement motivation in schools and educational centers.

The aim of this study was to investigate the effect of teaching metacognitive strategies on meta-worry and anxiety in students.

The research method was quasi-experimental and single-subject designs.. The statistical population included all male students in Ghadir dormitory of Bu Ali Sina University of Hamedan in 2019. The statistical sample consisted of 12 people who were selected by convenience sampling method. Beck Anxiety Inventory(1988) and Wells Meta-Worry Inventory(2005) were used to collect data. The measurement and execution of the test consisted of four stages:observing the subject before applying the independent variable and measuring his scores, applying the independent variable and measuring the subjects 'scores after half of the whole intervention sessions and also at the end of the last session and re-measurement of subject scores (follow-up) after one month.

Data analysis by analysis of repeated measures showed that metacognitive strategies teaching had a significant effect on reducing meta-anxiety (p <0.001, F = 18.71) and reducing anxiety in students (p <0.001, F = 21.69)

The results of the present study showed that learning new metacognitive strategies makes a person recognize that in many cases, his concern for the external and internal signs of a threat is unfounded. Therefore, metacognitive strategies teaching can be used to reduce students' anxiety and meta worry.

The aim of this study was to determine the relationship between traditionalism-modernist cognitive styles with academic procrastination and students' academic achievement.

The research method is descriptive-correlational type. The statistical population of this study includes all female high school students in Zabol who are studying in the academic year of 1399-1400. The statistical sample group includes 349 students who were selected by multi-stage cluster random sampling method and they answered the Kirton Cognitive Styles Questionnaire and Solomon & Rothblum Academic Procrastination Questionnaire. The academic achievement index was GPA. Data were analyzed by Pearson correlation coefficient and stepwise regression.

The results of Pearson correlation coefficient showed that there was a significant inverse relationship between traditionalism-modernist cognitive styles and academic procrastination and its components (P <0.01), there was a positive and significant relationship between traditionalism cognitive style and academic achievement (P <0.01), but there was no significant relationship between modernist cognitive style and academic achievement (P> 0.01). The results of stepwise regression analysis showed that cognitive styles can explain 52.2% of students' academic procrastination (P <0.01). Also, among cognitive styles, only the traditionalism cognitive style was able to explain 21.3% of the students' academic achievement (P <0.01).

According to the results, it can be said that cognitive styles have relationship with academic procrastination and students' academic achievement and can predict them.