نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دهم شماره 40 (بهار 1402)

The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning.

This study examined the mediating effect of cognitive coping strategies and achievement emotions on the relationship between mental toughness and academic lifestyle behaviors among male and female gifted students. In this correlational study, 288 gifted students (141 male and 147 female) responded to the Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006), the Health-oriented Academic life-style Questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a), the Achievement Emotions Questionnaire-Revised (Abdollahpour, 2015) and Mental Toughness Questionnaire-Revised (Wagnall, Donovan, Papa Georgiou, Clough, Parker & Drinkwater, 2019). Structural equation modeling was used to assess the proposed gifted students. Results indicated that for gifted students, the partially mediated model of adaptive and nonadaptive cognitive coping strategies and positive and negative achievement emotions on the relationship between mental toughness academic lifestyle behaviors had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 66% and 61% of the variance in inhibitory and facilitator behaviors, respectively. Therefore, the most important idea derived from the findings of the present study is how educational professionals interested in the field of gifted psychology studies can pursue concerns related to the motivational profile analysis of gifted learners by emphasizing the information power of the emerging positive psychology movement.

This research was conducted with the aim of testing the cyberbullying model in the post-Corona era based on academic support and psychological capital among high school students in Shiraz. For this purpose, 381 students of high school in Shiraz were selected by multi-stage cluster sampling method And they responded to Lutans and Auliou (2007) psychological capital questionnaires, Sands and Plunkett (2005) academic support questionnaires, and Antoniodo et al (2016) cyber victim bullying experience questionnaires. The findings showed that the direct effect of academic support components (teacher support, peer support, family support) on psychological capital components (optimism, hope, flexibility and self-efficacy) is positive and significant. In addition, the direct effect of capital components the psychological effects of cyberbullying are negative and significant. At the same time, the indirect effect of academic support components on cyberbullying is negative and significant. In addition, the findings showed that in the fitted model, 42% of the variance of cyber bullying is explained by academic support and psychological capital. The goodness-of-fit indices of the cyberbullying prediction model of secondary school students in the post-Corona era also showed that the fitted model based on experimental data is compatible with the theoretical model derived from the theoretical and experimental background of the research.

The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research are all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. Theresearch instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.

The purpose of the present study was to investigate the mediating role of competence perception in the relationship between the perception of teachers' support and academic demotivation of adolescent students. The research method was descriptive-correlation with structural equation modeling method. The statistical population included all adolescent students of the second year of high school in city Yazd, who were studying in the academic year 2020-2021. Among them, 421 of them were selected by multi-stage cluster sampling method. The measurement tools included Harter's (1981) academic motivation questionnaires, textual teacher support perception, McWhirter and O'Neill (2008) and Harter's self-perception (1989). Structural equation modeling (SEM) and SPSS-21, LISREL-8.72 software were used for statistical analysis. Pearson's correlation results showed that there is a significant correlation between academic apathy and the perception of teachers' support and the perception of competence (p<0.05). Also, the results of the path analysis indicated that the perception of teachers' support is related to academic demotivation through the perception of competence. Based on the findings of the research, the perception of competence and the perception of teachers' support have an effective role in reducing academic demotivation in students.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.

The aim of this study was to investigate the nonverbal learning disability relationship with neuropsychological skills and learning disabilities in 8 to 12 years old girl students. The method of the present study was a descriptive method of structural equation modeling. The statistical population of the present study included 8- to 12-years-old female students in Tehran in the 1399-1400 academic year. A sample with a size of 30 people was selected using the Klein method by observing the parameter ratio rule to select the sample size. The sampling method was one-stage cluster type. In the present study, the data collection method was a questionnaire that due to the virtual nature of data collection electronically in WhatsApp, the implementation of questionnaires (Goldstein Nonverbal Learning Disabilities Scale, Colorado Learning Disabilities Questionnaire, and Connors Neuropsychological Questionnaire). In order to the data analyse, indices and inferential statistics were used to obtain Pearson correlation coefficient and multivariate regression was used by SPSS software. Also, to analysis of research hypotheses, multivariate regression was used in structural equation analysis method in AMOS software. The results showed that the proposed research model for the research hypothesis had acceptable fit at level RAMSEA=0/09. It was also found that the correlations between factor variables (neuropsychological skills, with nonverbal learning disorders) with effect coefficients B=-0.76) at the level (p= 0.005), and learning difficulties (B=0/80), respectively was significant at the level (p=0.006). Based on which the research hypothesis of modeling was confirmed the relationship between neuropsychological skills and learning disorders with nonverbal learning disorders. According to the effect coefficients obtained in the model tested in this study, it was found that the correlation between factor variables (neuropsychological skills, learning disability) was significant with nonverbal learning disorders. In addition to the main variables, the correlation between components and factor variables were also significant. Based on this, the research hypothesis was confirmed. Therefore, neuropsychological skills and learning disabilities can be used to predict and prevent nonverbal learning disorders.