Cognitive psychology and school learning
hossein zare; Paria Sadaat Meraji Saeed; Fateme fooladi
Abstract
This study aimed to investigate the relationship between attachment styles and empathy with the mediating role of social problem-solving. This research is descriptive and based on correlation. The statistical population of the present study consists of all the students of Al-Zahra University, from which ...
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This study aimed to investigate the relationship between attachment styles and empathy with the mediating role of social problem-solving. This research is descriptive and based on correlation. The statistical population of the present study consists of all the students of Al-Zahra University, from which 373 students were selected using random cluster sampling. To collect data, adult attachment styles questionnaire (Collins and Reed, 1990), empathy questionnaire (Davis, 1983) and Cassidy and Long (1996) problem-solving questionnaire were used. The collected data were analyzed using Pearson's correlation test and path analysis based on structural equations using Amos-24 and Spss-17 software. The research findings indicated that the relationship between attachment styles and empathy is significant. Also, the mediator role model of social problem-solving had a good fit in the relationship between attachment styles and empathy. Bootstrap results also indicated the impact of attachment styles on empathy through social problem-solving. As a result, it can be said that the variable of social problem-solving has a significant mediating role in the relationship between attachment styles and empathy.
hossein zare; Mahtab Alimoradi; Mahdieh Rahmanian
Abstract
The purpose of this research was to investigate the effectiveness of life skills training on dependence on internet and cyber bullying among adolescents in district 3 of Tehran. The research method was quasi-experimental with pre-test and post-test and control group. The statistical population includes ...
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The purpose of this research was to investigate the effectiveness of life skills training on dependence on internet and cyber bullying among adolescents in district 3 of Tehran. The research method was quasi-experimental with pre-test and post-test and control group. The statistical population includes all male high school students of District 3 of Tehran who were studying in 1398 academic year who 30 individuals were selected by convenience sampling and divided into experimental and control groups.The experimental group received 12 sessions of 90-minute sessions of life skills training, but the control group did not receive any intervention. To collect data from Yang Internet Addiction Questionnaire (1998) and Patchin and Hindu Bullying (2011) were used. Data were analyzed using testrepeated variance analysis in SPSS software. Based on this study, it can be concluded that life skills training reduces internetaddiction and cyber bullying and can be recommended as a training method for the target population. It should be noted that this training had a one-month follow-up period that showed positive results in training these skills.
Samanerh Haddadi; hossein zare; Sosan Alizadehfard
Abstract
This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this ...
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This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this research contained two groups in which the first group included all learners who participated in the English Language Institutes in Tehran in the first half of the year (2019) to learn English, French and German, whereas the second group included ordinary people who live in Tehran. All the participants were in the range of 18-40 years old. After eliminating scratched questionnaires, 120 subjects were assigned in each group on the basis of multi-stage clustering. Data collection was done by Cassidy and Long problem-solving questionnaire (1996) and Scott and Bruce Decision-making Methods (1995), but due to the lack of normality of data distribution for analyzing data, U Man-Whitney test was used. The results showed that there is no difference in problem-solving skills between Second Language Learners (English, French, German) and non-learners. However, in decision-making methods, dependent decision-making method was significantly lower in second language learners than non-learners (P<0. 01). Difference among other methods was rejected due to higher significance level than assumed 0. 05. Research has shown that people who have learned a second language have the ability to process higher information and learn more quickly, making it more accurate and faster than those who know only one language. Collect and summarize.
Ali Mostafaei; Hossein Zare
Abstract
The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected ...
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The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected by multi-stage cluster sampling (372). The research instruments were Pekrun, Goetz, Tits and Perry (2002), Jinks and Morgan Academic Self-Efficacy Inventory (1999), Tait and Entwistle Study (1998), Questionnaire for Positive and Negative Excitement. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results showed that Positive emotions including pleasure, hope and pride have a significant positive relationship with deep motivation and approach, and there is a significant negative relationship with superficial approach and motivation. The relationship between pride emotion and superficial motivation was not significant. Negative emotions (anger, anxiety, shame, hopelessness, and fatigue) have a significant negative relationship with the deep approach. The relationship of these variables with positive attitude and motivation is (0.01). The relationship between shame and deep motivation is not significant; also Anger has no significant relationship with the superficial approach. The relationship of all four sub-scales of academic self-efficacy beliefs with deep approach and motivation is positive (0.01) and with superficial approach and motivation is negative (0.01). achievement Emotions predict a 13.4% variance of learning approaches. Self-efficacy beliefs predict 33.1% of variance in learning approaches.
ali khodaei; Hossein Zare
Abstract
The main purpose of the present study was to The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional ...
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The main purpose of the present study was to The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional Skills and Competence Questionnaire. The confirmatory factor analysis method and internal consistency were used to compute the ESCQ's factorial validity and reliability, respectively. The results of confirmatory factor analysis based AMOS software showed that 3-factor structure of the Emotional Skills and Competence Questionnaire consisted on perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) had good fit with data. Internal consistency for the perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) was 0/88, 0/82 and 0/79 respectively. In sum, these findings provide evidence for the validity and reliability of the ESCQ as an instrument to measure of “trait emotional intelligence” or “perceived emotional intelligence” among Iranian university students.
ali khodaei; hossein zare
Abstract
This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), ...
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This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij & Spinhoven, 2001), and Achievement Emotion Questionniare-Revised (AEQ-R, Abdollahpour, 1394) were administered. Structural equation modeling was used to assess the mediating effects model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. Results showed that the partially mediated model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 25% and 21% of the variance in positive and negative achievement emotions, respectively. In sum, the findings show that a part of available variance between conceptual cycles of perceived academic stress and positive and negative achievement emotions can be accounted for by cognitive emotion regulation strategies.
Hosein Zare; Azadeh Niroomand
Volume 5, Issue 2 , December 2017, , Pages 23-32
Abstract
The aim of this study is to investigate the effects of the type of presenting educational materials (text only and text/picture) on vocabulary retention in the multimedia learning environment with the mediation of verbal fluidity. In this study, 78 students (45 female and 33 male) were randomly distributed ...
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The aim of this study is to investigate the effects of the type of presenting educational materials (text only and text/picture) on vocabulary retention in the multimedia learning environment with the mediation of verbal fluidity. In this study, 78 students (45 female and 33 male) were randomly distributed into 6 thirteen-member groups in a multi-group pretest-posttest plan. The tools in this study were Tehran-Stanford-Binet intelligence test (TSB-R) and the researcher-made test of recalling words. The participants were randomly divided into test groups (control, verbal and picture-text) and screen size (big and small) groups. Before and after the tests, a retention was measured. The findings indicated that the text-picture group recalled fairly more words. Also, the members of this group in comparison with each other had closer performance. In addition, results indicated that the groups with bigger screen size recalled more words than the groups with smaller screen size. The findings about the mediation of verbal fluidity showed that it doesn’t have any effect on the subjects. The positive function of the text- picture explanations and screen size should be considered in planning the multimedia environment.
Nasibeh pourasghar; Hosein Zare
Volume 3, Issue 9 , August 2015, , Pages 69-82
Abstract
The aim of this research is analysis of the relation of the previous experience of computer with the performance in computer related-tasks with regard to the role of mediation of self-efficacy and computer anxiety which has been carried out with planning the conceptual model based on path analysis. For ...
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The aim of this research is analysis of the relation of the previous experience of computer with the performance in computer related-tasks with regard to the role of mediation of self-efficacy and computer anxiety which has been carried out with planning the conceptual model based on path analysis. For doing this, 282 undergraduate students (142 female and 140 male) from the Payame Noor University of Germi and bilesavar were selected through relative class sampling. They completed a questionnaire composed of a computer anxiety scale, a computer self - efficacy scale and a computer experiences questionnaire. Practical computer test scores were used to measure the performance of tasks connected to computer. The results showed that the previous computer experience has a significantly indirect effect on computer performance through the mediating role of computer anxiety and computer self-efficacy. Computer anxiety has a significantly indirect effect on computer performance with the mediation of computer self-efficacy. The suggested model has a good fitness with the research data and could also explain 0.72 of the computer performance variance.
Hosein Zare; majid baradaran
Volume 2, Issue 5 , July 2015, , Pages 18-26
Abstract
One of the fundamental human cognitive processes is problem solving. As a higher-layer cognitive process, problem solving interacts with many other cognitive processes such as learning, decision making and analysis. The purpose of this research was to prepare norm scores and determine the validity ...
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One of the fundamental human cognitive processes is problem solving. As a higher-layer cognitive process, problem solving interacts with many other cognitive processes such as learning, decision making and analysis. The purpose of this research was to prepare norm scores and determine the validity and reliability of parker's problem solving inventory (PPSI) in B.A. college students. The samples were 360 persons that were selected in Guilan Payame Noor University by cluster random sampling method and completed PPSI and Cassidy & Long Problem Solving Style Questionnaire. The results of the factor analysis revealed that the inventory with four factor explained 59/18% of the total variance. Also, Results showed that Cronbach Alpha coefficients 0/84, test–retest reliability 0.81 and split half was 0.63 and Coefficient of correlation between with Cassidy & Long Problem Solving Style Questionnaire was 0.65. The research emphasize that PPSI is a reliable and suitable instrument for measuring problem solving among Iranians.
Hossein zare; MohammadReza Sarmadi; Mehran Farajollahi; Osman Achak
Volume 2, Issue 8 , May 2015, , Pages 89-98
Abstract
In addition to the personal factors of memory, Test properties can affect the student's information retrieval. The research aim was to study question type effect and questions processing level on everyday students memory performance. The method of research was factorial experimental with two factors ...
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In addition to the personal factors of memory, Test properties can affect the student's information retrieval. The research aim was to study question type effect and questions processing level on everyday students memory performance. The method of research was factorial experimental with two factors (question type and question processing level). By using random category sampling, 128 students in boukan payame noor university were selected and were divided to four groups, by randomly sampling. The groups have no different in Wechsler Memory Scale. The research instrument was educational text about quantum physics. Each of four group gets one kind of four tests (1-recognition/ surface processing 2-recognition/deep processing 3- recall/surface processing 4-recall/deep processing). Text and tests validity and reliability were confirmed. Results revealed that the effect of processing level on memory performance was significant (f=3.344 & p
sheida sharifi saki; mohammad hosein fallah; hosein zare
Volume 1, Issue 4 , April 2014, , Pages 18-28
Abstract
The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students ...
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The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment.
hosein zare
Volume 1, Issue 3 , January 2014, , Pages 9-18
Abstract
The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random ...
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The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random sampling and answered to a self-report questionnaire consisted of intelligence beliefs (Dupeyrat & Marine, 2005), achievement goals (Middleton & Midgley, 1997), and academic emotions (Pekrun et al. 2005). The students’ GPA was considered as indicator of academic achievement. The results demonstrated the indirect and different effect of entity and incremental intelligence beliefs on academic achievement. The findings showed that incremental intelligence belief has indirect positive effect on academic achievement through the mediation of mastery goals and positive emotions. Moreover, the entity intelligence belief has indirect negative effect on academic achievement through the mediation of avoidance -performance and approach -performance goals and negative emotions. Also, based on the results, the direct effect of entity intelligence belief on negative emotions was significant; however, the direct effect of incremental intelligence belief on positive emotions was not confirmed.
