Zahra Yohnai; Maniejah Shehni Yailagh; Sirous Aalipour; Alireza Haji Yakhchali
Abstract
Introduction
Since the academic performance of children with attention-deficit/ hyperactivity disorder in math and math-related areas is affected by their disorder, and nowadays self-regulation training method is prescribed to solve the problems of these children, therefore, the present study aims to ...
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Introduction
Since the academic performance of children with attention-deficit/ hyperactivity disorder in math and math-related areas is affected by their disorder, and nowadays self-regulation training method is prescribed to solve the problems of these children, therefore, the present study aims to study the effectiveness of self-regulation training on selective attention. , spatial perception and mathematical reasoning in elementary school children with attention deficit/hyperactivity disorder was conducted in the academic year 2022.
Method
The research method was practical in terms of purpose and quantitative in terms of the nature of the data collected and based on a quasi-experimental approach (pre-test-post-test design with control group). The statistical population consisted of all boys suffering from attention deficit/hyperactivity disorder aged 9 to 12 years (4th to 6th year) in Karaj city who referred to counseling or psychiatric centers during the first 4 months of 1401. 30 students were randomly divided into self-regulated and control training groups. To collect data, the visual-spatial processing subtest questionnaire from the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, the selective attention test, and the mathematical reasoning subtest of the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, were used. For the experimental group, training was given in 10 sessions (45 minutes and 2 times a week) and the control group did not receive training during the sessions. The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-24 and AMOS-21 software.
Results
As the results of show, the F values in the variables of selective attention (p=0.16, F=1.90) and visual-spatial perception (p=0.18, F=1.74) were not significant, but F in the solution variable Combined problems (p=0.002, F=7.10) are significant. According to the results, there is a significant difference between the average post-test scores of the mathematical reasoning variable, after checking the scores of the pre-tests, in the test and control groups. Also, according to the effect size, self-regulation training had a 27% effect on mathematical reasoning.
Discussion
Self-regulatory skills are critical to the development of math abilities because multiple self-regulatory skills are employed when children attempt to solve math problems. Specifically, children must maintain their attention on relevant information (attentional focus) and keep it in mind while solving a broader math problem (memory work). Inhibitory control is employed when children need to ignore salient yet extraneous information and inhibit counterproductive strategies or incorrect responses. Self-regulatory behavioral measures using multiple self-regulatory skills have also shown a positive relationship with math achievement.
Educational Psychology
nahid Shafiee; nasser behroozi; Manijeh shehni Yailagh; Mahmood Abolghasemi
Abstract
Abstract The purpose of this study was determining the causal relationship between the perception of constructivist learning environment and individual systematic thinking with a tendency to lifelong learning, mediated by intrinsic motivation. The participants include 450 undergraduate students at Shahid ...
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Abstract The purpose of this study was determining the causal relationship between the perception of constructivist learning environment and individual systematic thinking with a tendency to lifelong learning, mediated by intrinsic motivation. The participants include 450 undergraduate students at Shahid Chamran University that were studying in year of 1994-95 and selected by multi-stage random sampling method. The instruments used included questionnaires "tendency to lifelong learning", "perception of constructivist learning environment", "individual systematic thinking" and "intrinsic motivation". To evaluate of proposed model was performed Structural Equation Analysis Method (SEM) and was utilized to test the indirect relations of Macro Prechere and Hayes program. Results: The evaluation of the proposed model of the study showed good and acceptable fit of the model. The direct effect of variables from the perception of constructivist learning environment, individual systematic thinking, and intrinsic motivation with the tendency lifelong learning was significant to positive. The direct effect of the perception of constructivist learning environment and individual systematic thinking with positive intrinsic motivation was significant to positive. The indirect effect of perception of the constructivist learning environment and individual systematic thinking on the tendency to lifelong learning, through intrinsic motivation was confirmed.
M. Shehniyailagh; Z. Bonabi mobarakey; H. Shokrkon; J. Haghighi
Volume 17, Issue 2 , August 2010, , Pages 83-110
Abstract
The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample ...
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The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample includes 20 schools that were selected randomly from the four educational districts in Ahvaz. All of the aggressive students in these schools were selected as target students. Two kinds of sampling were used. The validation sample included 200 aggressive students, and the hypothesis-testing sample included 128 aggressive students (71 students in intervention classrooms and 57 students in control classrooms). In this research experimental-control groups, with pretest-posttest design was used. The questionnaires used in this research were as follows: the Anger Expression Scale for Children, Reactive–Proactive Aggression Scale, Social Skills Rating System and Problem-Solving Questionnaire. In order to analyze the data both Hierarchical Linear Modeling and descriptive statistics were used. The results showed significant treatment effects on knowledge of problem-solving concepts and teacher ratings of reactive and proactive aggression, self control, externalizing behavior, and self-rated trait anger, anger-out, and anger control. There was no significant treatment effect on anger-in. Outcomes differed across teachers/ classrooms, and teacher ratings of social validity were generally positive.
M. Shaheni yeilagh; B. Nagareian
Abstract
this research project examined a number of hypotheses regarding the the accuracy and efficacy of the entrance test specifically designed for screening the boys willing to inter the guidance and schools for gifted children. The main hypothesis of this study was that those who passed the entrance ...
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this research project examined a number of hypotheses regarding the the accuracy and efficacy of the entrance test specifically designed for screening the boys willing to inter the guidance and schools for gifted children. The main hypothesis of this study was that those who passed the entrance exam passes a significantly higher IQ than those who fail. Raven's a standard progressive matrices test and second form of cattell's intelligence test where administrated to the subject in order to assess their IQs. The findings of this study confirmed the main hypothesis, strongly supporting the general notion that students who passed the entrance exam do indeed have significantly higher IQs than those who don't. As a result, validity of the intrance test is supported.
