فصلنامه روانشناسی شناختی

The present study investigated of relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach. Statistics population was fifth grade girl students in elementary school and third grade girl students in secondary school of seventh district of ministry of education in Tehran. 80 students (38 third grade girl students in secondary school and 42 fifth grade girl students in elementary school) were selected with multi stage cluster sampling. Instruments of the study were metacognitive knowledge questionnaire and reading comprehension questionnaire. The result of the study indicated that: there is a positive correlation between metacognitive knowledge and reading comprehension in both grades. Among the elementary school’s fifth grade students, the person subscale was good predictors of reading comprehension. Among the secondary school’s third grade students, the task subscale was good predictors of reading comprehension. The person and task subscales predict 47% of variance of reading comprehension.  The third grade girl students in secondary school have higher scores in metacognitive knowledge and reading comprehension than fifth grade girl students in elementary school.
 

The aim of present study was detecting the difference between conscience, positive and negative affection at different levels of moral judgment, and exploring the concurrent effect of conscience and affections (positive and negative) at different levels of moral judgment. In this comparative study, 160 male and female undergraduate students of Kharazmi University in 1391-92 academic year completed the Moral Development Test "Ma", Gordon's Five-Factor Questionnaire and Positive and Negative Experience Scale. Discriminant analysis was used for data analysis. Results showed that conscience cannot distinguish different levels of moral judgment from each other and they are first negative and then positive affection which can distinguish one level of moral judgment from the others. Negative affection has greatest role at the concurrent relation of conscience and affections (positive and negative) in predicting the levels of moral judgment, and conscience and positive affections lose their diagnosis power. The above findings will be discussed based on trait perspectives, Kohlberg's theory about the characteristics of each of the levels and the role of affections in predict the behavior of judgment.