نشریه راهبردهای شناختی در یادگیری
پیاپی 18 (بهار و تابستان 1401)

Traditional tests have been criticized by educational evaluation researchers for many years. In this regard, concept maps have shown that in addition to educational goals, they can also be used as educational evaluation tools, so the purpose of this research is to evaluate the power of tests based on concept maps as an alternative approach for tests. It was traditional.

The statistical population of the research consisted of all first-year students of experimental sciences in Eslamabad-e-Gharb city in the academic year 2017-2018. The sample of the research included students of four classes (109 people) of the first year of the biology course of the second secondary level, who were selected by multi-stage cluster random sampling. The research tools included a four-choice educational achievement test, a hierarchical conceptual map completion test, a network conceptual map completion test, a hierarchical conceptual map drawing test, and a network conceptual map drawing test. The research design was an evaluation design. Statistical methods included Pearson's correlation coefficient, Kuder-Richardson coefficient, independent two-sample t-test and one-way analysis of variance (Kruskal-Wallis test and Benferroni's post hoc test).

The research results showed that four tests based on concept maps have high content validity and reliability. In terms of criterion validity, four concept map-based tests had different correlation values ​​with a four-choice test. In terms of differential validity, with the exception of the conceptual network map drawing test, the other three tests were able to detect the difference between the scores of the two groups of high and low academic achievement.

The results of the present study showed that it is possible to use concept maps as evaluation tools, at least from a technical point of view; Therefore, it is necessary that the relevant officials in the country's education and evaluation system have a special and different view on the practical role of concept maps in the context of being used as a new and alternative evaluation tool.

Executive functions are a set of cognitive abilities that allow individuals to control their thoughts and actions in the face of new and complex situations that require automatic and impulsive responses. The aim of this study was to evaluate the effect of Kiko’s Thinking Time software game-based cognitive intervention to develop cold executive function skills in preschool children and to compare the two experimental and control groups in terms of basic learning skills for school preparation.

The design of the present study was a pretest-posttest experiment with a control group. Analysis of variance was used to compare the experimental and control groups after the intervention. The statistical population of this study was all preschool children in Ahvaz in the 98-99 academic year, of which 204 people were selected by multi-stage cluster random sampling and randomly divided into experimental and control  groups. Keiko game was performed for 35 days at intervals (10-15 minutes) in the experimental group. Cold executive questionnaires (Go/No go Task, Box Task, Wisconsin Card Sorting Test (WCST)) and Bracken School Readiness Assessment Test (BSRA) were used to collect data.

The results of analysis of covariance showed that Keiko game was effective in improving cold executive functional skills in the experimental group at the level (p <0.001). Also, the results of analysis of variance by comparing the two experimental and control groups in terms of school readiness structure showed that the experimental group obtained a higher score in the basic learning skills required for school readiness. (Experiment 25/17> 56/10 control)

According to the results of the present study, it can be concluded that Kiko’s Thinking Time software game by increasing the cold executive functional skills in preschool age, which is a critical stage in the development of these skills, in increasing the readiness of preschool children to enter school. Elementary school is effective for entering primary school.

School-based positive education is a new structure that its Prophetic mission is to modify and institute the positive concepts as hope, happiness, forgiveness, empathy and self-regulation via training the students in school as an appropriate setting for learning values and norms. The aim of this study was to design a school-based positive education package and its effectiveness on the social well-being levels of sixth grade elementary school boys in District One of Tehran.

Sixth grade male students in District 1 of Tehran in the academic year 2019-2020 were selected by multi-stage cluster sampling and randomly assigned to the experimental and control groups. The research method was quasi-experimental with unequal control group design. The experimental group received 12 sessions of 40 minutes of school-based positive education training. Subjects answered the Keys Social Well-being Questionnaire (1998) before and after training.

The results of analysis of covariance showed that social well-being scores in the experimental group were significantly higher than the control group. Therefore, positive school-based education has a positive effect on students' social well-being (P <0.001). Also, positive school-based education increased %93 of students' social well-being changes.

Therefore, due to the effectiveness of teaching the concepts of positive school-based education on the social well-being of elementary students, adolescents are advised to use these concepts to improve well-being and interpersonal relationships.

In today's society, the Feynman Quantum Learning Technique (1965) is one of the methods of active teaching, a method that includes all the processes that make learning a pleasant and meaningful process. Therefore, the aim of this study was to investigate the effect of Feynman quantum learning technique on cognitive and metacognitive skills, academic self-efficacy and students' academic performance.

The research method was quasi-experimental and included an unequal control group design. The study population included students of educational sciences of Bu-Ali Sina University, Hamadan. Using available sampling method, 23 people were randomly divided into experimental (n = 11) and control (n = 12) groups. Research tools include the Cartwright-Hatton and Wells Cognitive and Metacognitive Strategies Questionnaire (1997); Morgan-Jenks (1999) Academic Self-Efficacy Questionnaire and Academic Performance Test (researcher-made). Multivariate analysis of covariance was used to analyze the data.

The results showed that Feynman quantum learning technique has an effect on students' cognitive and metacognitive skills at the level (P<0.05). Feynman quantum learning technique has an effect on students' academic self-efficacy at the level (P<0.05). Feynman quantum learning technique has an effect on students' academic performance at the level (P<0.01).

Feynman quantum learning technique activates the learner, the person uses learning strategies and styles and trusts in his / her reading abilities to study the subject with more interest, which increases students' academic progress, academic self-efficacy and academic performance. The application of Feynman's quantum learning technique improved students' cognitive and metacognitive skills, academic self-efficacy, and academic performance.

The main purpose of this study was to develop a thinking training model for gifted preschool children.

This research was a qualitative study with Grounded theory approach. In this study, 70 books and internal and external research related to teaching thinking and gifted pre-school children were selected through purposive sampling method and data collection continued until saturation.

The findings were collected in three levels of open coding, axial coding and selective coding. In the open coding step, 304 concepts were abstracted from the data. In the axial coding stage, after comparing and combining the data, 42 components were extracted and classified. Categories that were conceptually of the same type were placed next to each other based on the nature and semantic load, common features and characteristics and their appropriateness. They were handcuffed in 6 floors.

The findings showed that in developing a model of thinking education for gifted preschool children, 7 components about the fundamental challenges in thinking education (causal conditions); 9 components of thinking education policies (contextual factors); 7 components about the obstacles in the implementation of thinking training (interventionist); 12 components on empowerment and promotion of cognitive, social, emotional and artistic skills (strategies); 7 components were effective on personal, social, emotional, academic success (outcomes) and 4 components were effective on the process of teaching thinking to gifted preschool children (pivotal phenomenon).

Academic buoyancy, cognitive emotion regulation and cognitive processing are effective factors on learning and play an important role in students' academic success. The aim of this study was to investigate the role of cognitive emotion regulation and cognitive processing in predicting students' academic vitality.

The research method is descriptive-correlational. The statistical population of the study included all junior high school students studying in the academic year 1399-1400 in Kurdistan province, Sarvabad city. The sampling method was stratified cluster and 322 people were determined for the sample size based on Cochran's formula. In order to collect information, Hossein Chari and Dehghanizadeh (2012) Academic Vitality Questionnaire based on Martin and Marsh scale, Garnfsky et al.'s (2001) Cognitive-Emotional Regulation Questionnaire and Squonberg and Skilder (1996) Cognitive Information Processing Questionnaire were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS software.

Findings showed that the structures of cognitive emotion regulation and cognitive processing play a role in predicting the academic life. Also, the results of regression analysis revealed that 0.86% of the total variance of academic vitality is predictable based on cognitive emotion regulation and cognitive processing.

Therefore, it can be concluded that the structures of cognitive emotion regulation and cognitive processing are variables related to students' academic achievement.

The purpose of the present study was to investigate the effect of training using gamification on students' academic engagement of undergraduate students of Arak University 2017-2018.

The research method was quasi-experimental with pre-test and post-test with control group. The statistical population included all students of educational sciences of Arak University in the academic year 2017-2018, from which 28 subject were selected as Convenience Sampling and were randomly distributed in the control and experimental groups. Friedrichs et al.'s (2004) academic achievement questionnaire was used to collect the required data. Photoshop tutorial designed by researchers was also used for training. Data were analyzed using descriptive statistics including mean and standard deviation and inferential statistics including ANCOVA.

The findings showed that education by using gamification had no significant effect on academic engagement and its subscales (behavioral, emotional and cognitive).

According to the findings of this study using gamification has not been very effective in increasing students' academic engagement.

Logical and realistic interpretation of academic experiences is effective on student's motivation and academic performance. The aim of this study is to design and implement the thinking training Program (based on Brookfield's critical self-awareness) and to evaluate its effectiveness on students' academic buoyancy and attributional style.

The research was performed by quasi-experimental pre-test -post -test method with the unequal control group design. The statistical population of the study included all female students studying in the last year of first highschool in Tehran in the academic year 2019-20, from which 30 people were selected as an available sample from one of the available public schools and were randomly assigned to experimental and control groups. In order to collect data in this study, Hossein Chari and Dehghanizadeh (2012) academic buoyancy questionnaire and seligman et al. attributional style questionnaire (ASQ) were used and the Participants in both experimental and control groups were tested on pre-test and post-test. The executive program was performed for 11 sessions of 60 minutes group training for the experimental group, but the control group did not receive any training. Univariate analysis of covariance (ANCOVA) was used to analyze the data.

The findings showed that the implementation of thinking training program based on critical self-awareness has promoted academic buoyancy in students. This program also led to a significant superiority of the experimental group over the control group in the positive attributional style and a significant reduction in negative attributional style was also confirmed.

The results of the study confirm the effectiveness of critical thinking based on critical self-awareness in correcting students' attributional style and is able to help students regulate their negative academic excitement and improves academic buoyancy. Therefore, this program can be used as a fruitful model in fostering student's thinking.

The aim of this study was to compare the components of self-regulated learning strategies and student’s academic performance with healthy and unhealthy sixth grade elementary school in Roodan.

The design of the present study was a descriptive causal-comparative study. The statistical population of the study consisted of all sixth-grade students (males and females) in Roodan City in the academic year of 2019-20, whose population consisted of 480 students, according to Cochran's table, the sample is 214 people, but for more certainty, 250 students (125 female students, 125 male students) were selected and studied by simple random sampling. To collect information used the Self-Regulated Learning Strategies Questionnaire (MSLQ, 1990); The Life Style of Miller and Smith (LSQ, 1998) and to evaluate the academic performance The written grade point average of the first semester. Data were analyzed using one-way and multivariate analysis of variance using statistical software (SPSS23).

The results of multivariate analysis of variance showed that there is a significant difference between self-regulated learning strategies and students' academic performance with healthy and unhealthy lifestyle. (P ≤ 0.001) In other words, healthy life style improves academic performance and self-regulation.

The results of this study showed students who choose a healthy life style have less risky behaviors, are more prone to personal growth, have high academic performance, have a good ability to control emotions and deal with issues and make appropriate decisions. In situational assessment, cognitive assessment and coping activities have positive strategies for better self-regulation and better control over emotions.

The aim of this study was to determine the effectiveness of emotional intelligence skills training on procrastination, burnout and academic self-regulation of procrastinating students.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all third grade male high school students in the academic year 1399-1398 in Shabestar. Thirty negligent students were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data collection tools were questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Analysis of covariance with SPSS22 software was used to analyze the data.

Training of emotional intelligence skills on reducing academic burnout with an effect size of 0.18 (at the level of p <0.05), on increasing academic motivation with an effect size of 0.22 (at the level of p <0.05) and on students' academic self-regulation with an effect size The effect of 0.23 (at the level of p <0.05) was effective and significant.

Burnout, enthusiasm and academic self-regulation of students can be changed by using educational interventions, especially empowerment of emotional skills, and these interventions in academic fields can be the basis for students' psychological well-being.

Considering the importance of students' mental health as valuable human resources in the society and the role that psychological flexibility and emotional self-regulation variables play in improving students' mental health, this research aimed to investigate the effectiveness of acceptance and commitment based group therapy on cognitive flexibility and emotional self-regulation of students.

This research adopted a quasi-experimental design with pre-test, post-test and a control group. The statistical population included all high school10th grade male students in Tehran in the academic year of 2018-2019, thirty of whom were selected by random cluster sampling and then randomly assigned to the experimental and control groups. Dennis and Vander Wal’s (2010) Cognitive Flexibility Inventory and Hoffmann and Kashdan's (2010) Emotional Self-Regulatory Questionnaire were used to collect data in the pre-test and post-test stages. Acceptance and commitment based group therapy was implemented in 8 sessions of 90 minutes in the experimental group, but the control group did not experience the treatment. The collected data were analyzed using the analysis of covariance through SPSS software version 22.

The findings showed that there is a significant difference between the post-test scores of the experimental and the control groups indicating that the therapy group based on acceptance and commitment increased the cognitive flexibility and emotional self-regulation of the experimental group (P<0.05).

Implementation of acceptance and commitment based group therapy can be effective in enhancing students’ cognitive flexibility and emotional self-regulation.

This study was conducted with the aim of providing a structural model of the relationship between online learning based on academic conscientiousness and academic burnout, considering the mediating role of academic motivation.

The research method in terms of practical purpose and in terms of the nature of the data is the descriptive-correlation method and the analysis method is of the partial least squares structural equation modeling type. The statistical sample group includes all students of Tehran universities in the academic year of 2019-2019, who were selected by two-stage cluster sampling method and were asked the questionnaire of Berso et al.'s academic burnout scale (2007: 57-64), McIlroy and Bunting's academic conscience scale (2002: 326-337), Wallerand et al.'s academic motivation scale (1992) and Watkin et al.'s (2004) e-learning scale answered. The validity of the scales was determined by divergent and convergent validity by SmartPLS software, and Cronbach's alpha and composite reliability were used for reliability. Descriptive statistics, Pearson's correlation coefficient and structural equation test were used to analyze the data and answer the research hypothesis.

The results showed that academic burnout can negatively affect students' on-line learning. Academic conscience and academic motivation can predict students' on-line learning; In addition, academic burnout has a significant effect on students' on-line learning through the mediation of academic motivation.

Based on the findings of the present research, it can be concluded that considering the factors that lead to the academic burnout of learners in on-line learning environments is of particular importance to achieve the learning goals, and to achieve this, attention should be paid to the factors that enhance motivation and Stimulating the learner's sense of responsibility has a key role.

The aim of current study was to investigate the relationship between insecure attachment styles and students' impostorism with the mediation of self-esteem and moderating of self-compassion.

The statistical population of this study included all male and female high school students from Farsan city in year 2020-2021. 396 students were selected by multi-stage cluster sampling. In this study, Clance's Impostor Phenomenon Scale (1985), Hazen and Shaver Attachment Styles Scale (1987), Rosenberg Self-Esteem Scale (1965) and the short form of Raes, Pommier et al. (2011) Self-Compassion Scale were used. The evaluation of the proposed model was performed using structural equation modeling and bootstrap method.

The results showed that self-esteem mediates the relationship between avoidant attachment and impostorism (p <0/001, β = 0/13) and the relationship between anxiety attachment and impostorism (p <0/001, β = 0/19). In addition, the results showed that self- compassion does not moderate the relationship between insecure attachment styles and impostorism and it only moderates the relationship between anxiety attachment style and self-esteem.

Self-esteem mediates the relationship between avoidant and anxious attachment and impostorism, and self-compassion moderates the relationship between anxious attachment and self-esteem