نشریه راهبردهای شناختی در یادگیری
پیاپی 21 (پاییز و زمستان 1402)

The purpose of this study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of Gardner's multiple intelligences.   The research method was content analysis and statistical population includes all elementary Persian mathematic textbooks in 2020-2021 that the statistical sample is equal to the statistical population. The research tool was a checklist of based on Gardner's multiple intelligence components theory (linguistic-verbal, mathematical logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal and musical). Pages are the unit of analysis and the book's exercises and activities are the unit of recording were coded by deductive method. Validation of data was calculated by independent coders and the Inter rater or observer reliability was 87%. Data were analyzed using entropy technique in SPSS. The results showed in the textbooks of the elementary school, the highest coefficient belongs to mathematical-logical intelligence (0.31); visual-spatial intelligence (0.26) and linguistic-verbal intelligence (0.23). Individual intuitive intelligence (0.10), physical-motor intelligence (0.09) and intrapersonal intelligence (0.03) are also after. Musical intelligence has the least frequency. The results show the using of multiple intelligence components in the mathematical textbooks and activities are different and the balance way are not considered. Although the musical intelligence component is one of the important components in increasing students' attention, it has been neglected and ignored. Therefore, due to the researcher’s emphasis on the role of multiple intelligences in learning math, it is necessary to consider this important issue for authors and designer in writing books.

The learning strategies of the learners are affected by various factors. In this regard, the present research was conducted with the aim of determining the effectiveness of problem-solving training and patience training on student's learning strategies.
The research was of semi-experimental type with an unequal control group design. A convenience sampling method was used to select the participants. At first, three schools were chosen from among the schools of Abarkoh city by the convenience method, and the sixth-grade students of these schools were randomly assigned to three groups of problem-solving training, patience training, and the control group (30 in each group). Chen's (2002) learning strategies questionnaire was used to collect data. In this research, patience training and problem-solving training were implemented in experimental groups. The data were analyzed by one-variable analysis of variance (ANOVA).
The results showed that problem-solving training has a positive effect on student's learning strategies (p<0.0001). Also, patience training has a positive effect on learning strategies (p<0.0001).
It is possible to use learning strategies in students by teaching problem solving and teaching patience, and as a result, student's academic performance can be improved.

The aim of this study was to compare the effectiveness of resilience training and self-regulated learning strategies on academic delay of gratification and academic burnout among students.

This study was the experimental pre-test-post-test with control group. The statistical population included all 11th grade male students in Behbahan city in the academic year 2021-2022. From the above-mentioned population, 75 students were selected through multi-stage cluster random sampling method and then randomly replaced in three groups of 25 people (2 experimental groups and 1 control group). The subjects of the experimental groups received resilience training program (Gillham et al, 1990) and self-regulated learning strategies (Pentrich, 1999), during 12 sessions of 60 minutes. The research instruments were Academic Delay of Gratification Questionnaire (Bembenutty & karabenick, 1998) and Academic Burnout Inventory (Berso et al, 2007). Multivariate covariance analysis was used for data analysis.

The findings showed that resilience training compared to self-regulation learning strategies training had a significantly greater effect on the academic delay of gratification (P=0.001), while there was no significant difference between these two training methods in terms of the effect on students' academic burnout.

Based on the results of the present study, it can be said that both methods of teaching resilience and teaching self-regulated learning strategies can reduce the academic burnout of students. Although, in order to increase the ability to delay in academic satisfaction, the resilience training method has worked better and more than the method of teaching self-regulation learning strategies, it can increase the ability to delay in academic satisfaction of students.

The aim of study was determined the effectiveness of an educational intervention based on Aurora project activities to the analytical, creative and practical abilities of successful intelligent female students in the fourth grade of elementary school (9-11 years old).

The research method was quasi-experimental with two experimental and control groups and with a post-test design. The statistical population includes all female students of the fourth grade of elementary school in Qom city in the academic year 2018-2019, which was randomly selected from among the students of all girls' primary schools in Qom city, and 44 primary students Fourth, they were assigned to two experimental and control groups. During 12 sessions of 75 minutes, the students of the experimental group were trained based on the educational program based on the Aurora project in a summer project called "Capable Project" and the control group did not receive any training in this regard. The research tool for data collection was the Sternberg Successful Intelligence Questionnaire.

The data were analyzed using descriptive and inferential statistical methods (multivariate analysis of variance). The results showed that the activities of the Aurora project were effective in improving the successful intelligence of students. Regarding the components of successful intelligence, it had a positive and significant effect on creative intelligence and practical intelligence, but it did not have a significant effect on analytical intelligence.

The results of this research showed that the educational program based on the Aurora project can improve the successful intelligence of students. Therefore, it is recommended teach the activities of the Aurora project to parents and teachers in order to improve the successful intelligence of students.

In advanced educational systems, attention to efficient and fundamental educational methods is the core educational goal and the evaluation of the effectiveness of these procedures is continuously conducted. Therefore, the present study aimed to design a critical thinking instruction program and determine the effectiveness of critical thinking instruction program in cognitive and behavioral outcomes in second year high school students.
The present study was conducted with a semi-experimental design (an unequal control group and pre-test-post-test). The study population included 11th grade female students in Tabriz city in the academic year 2021-2022. Using multi-stage random cluster method, two classes (30 subjects) were selected and one class was assigned as an experimental group and the other one as control group. For the experimental group, critical thinking strategies were taught during 10 sessions, and the control group did not receive any intervention. During pre-test and post-test, dependent variables were measured using Beck and J. Sapp's multidimensional questioning scale, activity evaluation form for California, Kember et al.'s logical thinking questionnaire, as well as Cassidy and Long's problem solving questionnaire.
Data were analyzed by multivariate and univariate analysis of covariance. Results showed that critical thinking instruction program was effective in the improvement of the ability of questioning, logical reasoning, and problem solving in high school students (F=34.12, p<0.05). However, this instruction program was not effective in the ability to evaluate.
Hence, it can be concluded that cognitive skills, especially questioning, logical reasoning, and the ability to solve problems through systematic training program, could be changed and manipulated, and the systematic application of critical thinking could facilitate the attainment of these outcomes.

The current research was conducted with the aim of investigating the Canonical correlation between the teacher-student relationship and the development of intellectual and practical skills in students. The research method is descriptive-correlational. The statistical population consisted of all undergraduate students of Bu-Ali Sina University in Hamedan. Using random cluster sampling, 386 students were randomly selected for study to collect research data from two standard questionnaires of teacher-student relationship and the development of intellectual and practical skills was used. The collected data were analyzed using SPSS 25 statistical software. The results showed that the relationship between teacher-student components with practical and intellectual skills students is positive and significant. As a result, one of the factors affecting students' intellectual and practical skills can be the characteristics of the relationship between the professor and the student, so that the redundancy index is equal to 59, which indicates the amount of variance explained based on the components of the teacher-student relationship.

This research was carried out with the aim of compiling an educational package based on educational neuroscience using gamification and determining its effectiveness on the psychological empowerment of middle managers of the Central Organization of Islamic Azad University.

The current research is applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. The qualitative part is a survey of experts and the quantitative part is a pre-test and post-test with a control and reference group. The statistical population of the research included all the middle managers of the Central Organization of Islamic Azad University during 1401, in the number of 509 people, including faculty members and employees. 60 people were selected by targeted sampling and finally 30 people were randomly assigned in two groups of 15 people. To collect information, Thomas and Wolthous' psychological ability questionnaire was used, the validity and reliability of which has been confirmed by experts. To analyze the data, it was done with MBASS test and analysis of covariance using SPSS software.

The findings of the research showed that the educational package based on the principles and components of educational neuroscience and the use of gamification is effective in all aspects of the psychological ability of middle managers of Islamic Azad University.

To train managers and specialized experts in organizations and companies, the design and development of training courses based on the principles of educational neuroscience should be used. Also, emphasis should be placed on gamifying the process of organizational education and learning.

The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.

The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            

The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

The aim of this study is to investigate the effectiveness of self-regulation skills training on digital distraction and academic engagement among students. The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all students of Lordegan city during the academic year 2022. 60 students were selected using a multi-stage cluster sampling method and randomly assigned to two groups: an experimental group and a control group, with 30 participants in each group. In order to measure the research variables, Goundar's Digital Distraction Questionnaire (2014) and Reeve's Academic Engagement Questionnaire (2013) were used. After the pre-test, the subjects in the experimental group underwent 10 sessions of self-regulation skills training, and the control group did not receive any training. Then both groups were reevaluated with a post-test. Data analysis was also done by using ANCOVA. The results showed that there was a significant difference in the post-test score of digital distraction (F= 798.62, P<0.01) and academic engagement (F= 224.018, P<0.01) between the experimental and control groups. According to the findings, it can be concluded that teaching self-regulation skills reduces digital distraction and increases academic engagement.

The purpose of the present study was to design and test the fit the academic help-seeking model based on the sense of belonging to the school, social-emotional competence, and the teacher's communication styles with the mediation of academic procrastination.

The method of the research was correlational and structural equation analysis. The statistical population consisted of 14,842 fifth and sixth grade students of Arak city in the academic year 2019-2020, and a sample of 501 was selected using cluster random method. The research tools included help-seeking behavior by Ryan and Pintrich (1997), sense of belonging to school by Berw et al. (2004), social-emotional competence by Zhou and Ee (2012), teacher-student interaction atmosphere by Belmont et al. (1992) and Tuckman's procrastination questionnaire (1991). Structural equation analysis method was used for data analysis using SPSS 22 and LISREL8.8 software.

The results showed that the proposed model had a good fit with the data. Based on results, the direct effect of feeling of belonging to the school, social-emotional competence and communication styles was positive and significant on the help-seeking acceptance and negative and significant on the help-seeking avoidance and academic procrastination (p<0.01). The effect of academic procrastination on the help-seeking acceptance and avoidance dimension was significant. Also, academic procrastination had a significant mediating role in the model.

The positive effects of the sense of belonging to the school, social-emotional competence and communication styles have an effective role in reducing academic procrastination and lower procrastination is effective in increasing the help-seeking behavior of students.

 This study aimed to explore the effectiveness of two different approaches in teaching self-determination skills and acceptance and commitment, and their impact on the academic understanding of students displaying self-defeating behaviors.  

 The current study has a practical purpose and utilizes a semi-experimental method with an unequal control group design. The target population for this research consisted of all undergraduate students at Gilan University. The participants were selected using a three-stage cluster sampling method, which involved selecting faculties, fields, and specific classes within those faculties at Guilan University. Each experimental group (Group 1 and Group 2) and the control group consisted of 15 individuals. The researchers used Henderson-King and Smith's (2006) Meaning of Education Questionnaire and Cunningham's (2007) Self-defeating Cognition and Behavior Questionnaire to assess the variables. The researchers also incorporated a self-determination training protocol and training sessions based on acceptance and commitment.  

 The findings indicated that training in self-determination and commitment had a pronounced impact on enhancing the significance of education for students who engaged in self-defeating actions, and it was observed that self-determination training had a more substantial effect than commitment-based training (p<0/005).  

 These results have the potential to serve as an educational and therapeutic aid within universities, clinics, and counseling centers to reinforce the significance of education among students who exhibit self-defeating tendencies.

In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students.

The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.

The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041).

The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them.