Showing 23 results for Learning
Zahra Tarazi, Molok Khademi Ashkezari, Mahnaz Akhavan Tafti,
Volume 11, Issue 3 (12-2023)
Abstract
Aim: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran. Methods: This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment. Conclusions: the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.
Dr Ahmad Rastegar, Dr Mohammadhasan Seyf, Dr Somayeh Negahdari, Mis Zahra Dehghan Khalili,
Volume 11, Issue 3 (12-2023)
Abstract
The purpose of the present study is to investigate the relationship between the presentation of the causal model of perception of the electronic (virtual) learning environment and reflective thinking with regard to the mediating role of cognitive flexibility among the students of Payam Noor University in Shiraz. This research is descriptive and correlational. For this purpose, using simple random sampling, 400 students were selected as a statistical sample from all the students of Payam Noor University, Shiraz center, and questionnaires of perceptions from the educational environment of Sweeney et al. (1994), reflective thinking by Kamber et al. Cognitive flexibility questionnaire (CFI) was completed by Dennis and Vanderwaal (2010). All questionnaires are standard and have validity and reliability (alpha higher than 0.70). The collected data were analyzed with the help of Lisrel software. The results of the research showed that the direct and positive effect of engagement in academic assignments, learning authenticity and feeling of membership on the components of cognitive flexibility (perception of controllability, perception of behavior justification and perception of different options) is significant. Also, the direct and positive effect of the feeling of support on the components of the perception of controllability and the perception of different options is significant. In addition, the direct and positive effect of the sense of ownership on the component of the perception of the justification of behavior is significant. The direct and positive effect of flexibility components on reflective thinking is also significant. Also, the results showed that, in general, the mediating role of cognitive flexibility components is significant in the relationship between the perception of the educational environment and students' reflective thinking.
Mrs Nazanin Zahra Rustayi, Mr Ali Mohammadzadeh,
Volume 12, Issue 1 (6-2024)
Abstract
This research was conducted with the aim of providing a structural model of the effect of sleep disorders on learning problems with the mediating role of cognitive flexibility in children. This research was a descriptive-correlation study. The statistical population of the research included all primary school students (ages 9 to 12 years) in district 3 of Marand city in 2023. From this society, 300 students were selected by staged cluster sampling method. Data collection tools included Children's Sleep Habits Questionnaire (CSHQ), Colorado Learning Difficulties Questionnaire (CLDQ) and Wisconsin Card Sorting Test (WCST). Data analysis was done using Pearson correlation in spss version 26 and structural equation analysis in AMOS version 21. Data analysis showed that children's sleep disorders have a direct and positive effect on cognitive flexibility and learning problems, and cognitive flexibility also has a direct and positive effect on learning problems, which were statistically significant. Also, children's sleep disorders had a significant indirect effect on learning problems through cognitive flexibility in a positive way. These results mean the importance of maintaining and improving the quality of children's sleep to support the learning process and improve their cognitive performance. Therefore, paying attention to healthy sleeping habits and creating a suitable sleeping environment for children can be effective in increasing cognitive flexibility and reducing their learning problems.
