Cognitive psychology and school learning
seyede molod salari poor; Alireza Hajiyakhchali; Morteza Omidiyan; Naser Behroozy
Abstract
This research aimed to determine the effect of mandala coloring on working memory and test anxiety in grade 12 female high school students in Ahvaz City, Iran. This was an experimental study with Semi-experimental type of unequal control group, and a one-month follow-up. The statistical population included ...
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This research aimed to determine the effect of mandala coloring on working memory and test anxiety in grade 12 female high school students in Ahvaz City, Iran. This was an experimental study with Semi-experimental type of unequal control group, and a one-month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point randomly assigned to the experimental and control groups (15 students in each group). Both groups evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data analyzed using repeated measures MANOVA in SPSS23. The results indicated that mandala coloring was effective in increase working memory and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Based on the findings of the research, mandala coloring can be used to increase working memory and reduce test anxiety in female high school students, and it can also employed by counselors and psychologists
Salim Haghighi; Gholam Hossein Maktabi; Manijeh Shehniyailagh; Alireza Hajiyakhchali
Abstract
The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and ...
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The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and follow-up with an active control group. The population consisted of all tenth grade male students that were educated in the theoretical branch in Ahwaz. Among them, 40 students who had problems in the dependent variables and had been introduced by school officials were chosen. Then, they were randomly grouped into experimental and control groups. This study used these questionnaires: Test of Motivation Achievement (TMA), self-efficacy subscale of Patterns of Adaptive Learning Scales (PALS) and Zimbardo Time Perspective Inventory (ZTPI). The results of MANCOVA and ANCOVA revealed Peetsma and Vanderveen time perspective based intervention increase achievement motivation, academic self-efficacy and future time perspective and decrease present fatalistic and present hedonistic time perspective. Furthermore, the results showed that the effects of intervention on achievement motivation, academic self-efficacy and future time perspective are stable in the passage of time.