Cognitive psychology and school learning
mojtaba beyrami; Parvin Kadivar; Hadi keramati; mehdi arabzadeh; javad kavousian
Abstract
This study aimed to determine the psychometric properties of the Persian version of the Brief self-report measure of behavioral grading of the executive functioning (Version 2) in secondary high school students. The sample included 455 secondary high school students from Zanjan city who were selected ...
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This study aimed to determine the psychometric properties of the Persian version of the Brief self-report measure of behavioral grading of the executive functioning (Version 2) in secondary high school students. The sample included 455 secondary high school students from Zanjan city who were selected through cluster sampling. Participants responded the Giova et al’s self-report measures (2015) Spitzer et al’s generalized anxiety disorder (2006) and Duckworth and Quinn's step stability in face-to-face and classroom performance. The data were analyzed using SPSS-25 and AMOS-24 software, and statistical methods including Cronbach's alpha, Pearson correlation, and confirmatory factor analysis (CFA). The results of the CFA indicated that the three-factor model (cognitive, behavioral, and emotional) with seven subscales (inhibition, self-monitoring, shifting, emotional control, working memory, planning/organizing, and task completion) had an acceptable fit for Iranian students in comparison with one- and two-factor models. The internal consistency reliability of the total scale was 0.93, and for subscales ranged from 0.70 to 0.90. In order to estimate the criterion validity, the correlation coefficients of the indices and subscales with the generalized anxiety disorder and gait stability scales were respectively positive and negative. According to the obtained results, it can be said that the Persian version of the self-report scale of executive functions has favorable psychometric properties to measure the executive functions of Iranian students and can be a valid tool in educational, research and clinical situations
Maryam Kaboli; Parvin Kadivar; Mohammad Hosein Abdollahi; Mehdi Arabzadeh
Abstract
One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, ...
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One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby enabling learners to apply what they have learned to new situations. Due to the novelty of the concept of generative processing, there is a need for additional research on methods to enhance this type of learning.Therefore, the present study tried to identify and explain the strategies for strengthening generative processing (GL) through germane cognitive load (GCL). The research method was qualitative, conducted with thematic analysis method. The study area was all written and digital Persian and English materials on GCL. Considering the theoretical saturation in the last ten years, thirty two papers were selected and analyzed as the sample, according to the professors using content analysis and purposive approach in the field of GL and cognitive load. The results were categorized as basic themes (codes and key points of the text), organizational themes (themes obtained from the composition and summarizing the basic themes) and inclusive themes (excellent themes containing the principles governing the text as a whole) and the network of themes was planned. After data analysis, five main themes including multimedia application, personalization, feedback, thought and guided learning, and 53 sub-themes emerged that strengthen optimal generative processing and cognitive load.
Ali Ghasemi; Parvin Kadivar; Hadi Keramati; mehdi arabzadeh
Abstract
The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 ...
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The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire.
Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha Cronbach’s Coefficient method. The result was good and acceptable.
The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran.
