Cognitive psychology and school learning
Ali Mostafaei; fatemeh Bayanfar
Abstract
This study aimed to determine the effectiveness of professional education of preschool educator training on career self-efficacy and assertiveness in preschool-educating volunteers. The method of the present study is quasi-experimental. The statistical population includes all volunteers of preschool ...
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This study aimed to determine the effectiveness of professional education of preschool educator training on career self-efficacy and assertiveness in preschool-educating volunteers. The method of the present study is quasi-experimental. The statistical population includes all volunteers of preschool educators in Mahabad who participated in the training course for preschool educators at Payame Noor University in 2020 and their number was 197 people. 40 people were selected by systematic sampling. Data collection tools included 20 sessions (two sessions per week) of specialized training, short form of self-efficacy scale in career decision-making by Betz et al. and Ay, Holland, and Gallacy assertiveness Questionnaire. The questionnaire was conducted pre-test and post-test. Data were analyzed by analysis of covariance in SPSS software version 24. The intervention has been effective on self-assessment, goal selection, job information and planning as components of career decision self-efficacy and has not only an effect on problem-solving (P <0.09). The intervention also affected assertiveness (P <0.05). Given that training has a positive effect on career decision-making self-efficacy and assertiveness. Hence, it is recommended that educational policymakers offer specialized and professional training as a foundational element to facilitate the success of preschool education candidates in their chosen career paths.
fatemeh Bayanfar; Amir reza Rajaee manesh
Abstract
Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, ...
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Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, everyday memory, retrospective-prospective memory with the mediation of meta-memory of secondary school students. The research was practical and the method was path analysis with structural equation modeling .The statistical population was all second_ grade students in Mashhad in the academic year 2020-2021 that were selected by accessible sampling (322 students). Data collection tools included nejati cognitive abilities questionnaire (2014), Sanderland et al everyday memory inventory (1983), Crawfer et al retrospective-prospective memory scale (2003), Bari memory self-efficiency scale (1989), multi factorial memory questionnaire Troyer and Rich (2002) and grade point average. In order to test the research hypotheses, the method of path analysis and structural equations was used by SPSS-22 and AMOS-22 software. The latent variables of cognitive abilities, everyday memory, retrospective-prospective memory, memory of self-efficiency, and meta- memory with markers. The findings of the measurement model showed that all marker variables were significantly loaded on their latent structural. The results of the structural model also showed that the variables of cognitive abilities, memory self- efficiency, every day memory, retrospective-prospective memory have a positive, direct and significant effect on academic performance with mediating of meta- memory. This model, overall, predicted the variance of academic performance as 67%. Conclusion: According to the obtained results the predictor variables can be used to improve academic performance.
Fatemeh Bayanfar; Ali Mostafaei
Volume 5, Issue 3 , March 2018, , Pages 33-42
Abstract
The aim of this study was comparison of memory and attention’s profile in students with attention deficit/hyperactivity disorder, Oppositional Defiant Disorder and Social (Pragmatic) Communication Disorder with normal students. The research method is causal-comparative. Using simple random sampling ...
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The aim of this study was comparison of memory and attention’s profile in students with attention deficit/hyperactivity disorder, Oppositional Defiant Disorder and Social (Pragmatic) Communication Disorder with normal students. The research method is causal-comparative. Using simple random sampling method, four groups of 15 subjects (from each group 15 people) were selected from one of the educational district of Tehran. Tools used in this study include Continuous Performance Test (CPT), Wechsler Intelligence Scale for children revised, clinical interview and cheek-list based on Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). Data analyzed by MANOVA and Benfroni. The results showed that the groups had a significant difference in attention and memory abilities (P<0.001). Normal students were higher in attention and memory ability, than other groups with disorder.
