negar forozan; Mansoureh Bahramipour
Abstract
The research was conducted with the aim of the effectiveness of educational intervention "Mountaineer Ashtern" on cognitive flexibility, academic excitement, organizational skills and cognitive ability (naming speed, symbol translation) of 10-12 year old children with special learning disabilities. The ...
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The research was conducted with the aim of the effectiveness of educational intervention "Mountaineer Ashtern" on cognitive flexibility, academic excitement, organizational skills and cognitive ability (naming speed, symbol translation) of 10-12 year old children with special learning disabilities. The research method was semi-experimental with the design of two experimental and control groups with a pre-test-post-test and a 45-day follow-up period. The statistical population included all 10-12-year-old students with special learning disabilities in the city of Isfahan in the academic year of 1401-1400, which was randomly selected in two The group (20 experimental people) and (20 control people) were assigned. The tools included cognitive flexibility questionnaire by Dennis and Vanderwaal (2010), academic excitement questionnaire by Pekzan et al. (2005), organization skills questionnaire by Abikov and Gallagher (2009), Wechsler intelligence scale for children (2014) and Ashtern educational program (2018) during 14 A 60-minute session was conducted on the experimental group. The findings showed that the educational intervention of "Estern Mountaineer" has a significant effect on the flexibility of cognitive acceptance, academic excitement, organizational skills and cognitive ability (speed of naming and symbol translation) and the effects of the training remained in the follow-up phase (01 /0p<). Therefore, it can be concluded that the educational intervention of Kushner Stern is suitable for helping children with learning disabilities to learn.
Marzieh Sadat Sajadinezhad; Marzieh Assadi
Abstract
The aim of this study was to predict academic vitality and resilience based on e-learning skills by mediating role of academic excitement of Arak University students. The statistical population of the study includes all students studying in the first semester of 1400-1399 in Arak University from whom, ...
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The aim of this study was to predict academic vitality and resilience based on e-learning skills by mediating role of academic excitement of Arak University students. The statistical population of the study includes all students studying in the first semester of 1400-1399 in Arak University from whom, 365 people were selected by available sampling. Data collection tools including Academic Vitality Questionnaire Hossein Chari and Dehghanizadeh (2012), Martin Academic Resilience Questionnaire (2001), Watkins et al. (2004) e-Learning Questionnaire, And Pekran et al.'s (2005) Academic excitement Questionnaire. Data were analyzed using SPSS software (26) and R software (4.0.2) and hypothesis tested by structural equation model. The results of data analysis showed that e-learning skills can significantly predict students' vitality and academic resilience and academic Excitement (positive and negative) also play an important role in predicting academic resilience and vitality based on e-learning skills.Therefore, it seems that in order to strengthen the resilience and academic vitality of students in virtual education, in addition to strengthening electronic learning skills, it should also be considered to moderate negative emotions and strengthen positive emotions.
