JOURNAL OF COGNITIVE STRATEGIES IN LEARNING
Year:2017 | Volume:4 | Issue:7 |Papers Count:11

Objective: The study examined the effectiveness of cognitive and metacognitive strategies on the performance of attention- memory of students with ADHD.Method: Experimental study was used with pretest-posttest design with control group. The study population consisted of all students with Attention deficit hyperactivity disorder, primary and secondary first period of the school year 2015-16 Referred to counseling centers Education District 2 of Tehran that of them 40 people were assigned random sampling into 2 groups of 20 students. Three tools that were used to measure; Self-designed questionnaire to collect demographic data, Continuous Performance Test (CPT) and the Wechsler Memory Scale of numbers (digit span). The experimental group received 10 sessions of cognitive and metacognitive strategies during these meetings, no teaching was given to the control group.Results: The results of multivariate analysis of covariance showed that different error responses, errors removed, the number of correct answers and time indicator reaction Continuous Performance Test and as well as forward and reverse memory span after cognitive restructuring group intervention.Conclusion: Based on our findings, can conclude that training cognitive and metacognitive intervention was effective in reducing symptoms of ADHD. The uses of these interventions are suggested.

Introduction: This research to study of effect of group investigation method on the development of students social skills.Methods: In this study, using a quasi-experimental by pretest-posttest design with control and experimental groups was performed. The experimental group was taught by group investigation method and the control group did not receive variable.The population, was the junior high school girl students in 6 area of Mashhad. Among them, 51 people were selected random cluster sampling as participants and then 26 people randomly placed in the experimental group and 25 people in the control group and answered to a questionnaire of Matson, Ratatori and Helsel's social skills. by using Cronbach's alpha, The reliability of the test was obtained in the pre-test 0/79 and post-test 0.95.Results: The data collected with the aid of descriptive statistics and multivariate analysis of covariance were analyzed. Results showed that the experimental and control groups in the pre-test is not much different, but in the test, the average was higher than the control group, the experimental group and the control pre-test score, the scores of social skills development was a significant difference between control and experimental groups (P>0.001).Conclusion: According to findings of this study can be concluded that, general, teaching by using group group investigation method influenced on social skills development of students and components of appropriate social skills, anti-social behavior, aggression and impulsiveness, domination and self-confidence and relationship to peer influence and This component has been improved. Therefore, This study suggests that using social models such as group investigation teaching method to improve social skills.

Objective: this research aimed to determine the relationship between behavioral inhibition / activation system, achievement goals with regard to mediator role of creative thinking.Methods: The statistical population of this study included 5618 students of Azarbayjan Shahid Madani University in the academic year of 2014-15 who were selected using stratified random method sampling. In order to perform this descriptive-correlational study, 359 (136 boys & 223 girls) students were randomly selected. For data collection questionnaires of Grey - Wilson' behavioral inhibition / activation system (GWPQ), Elliot and McGregor' achievement goals questionnaire (2001), questionnaire of creative thinking by Peter Honey were used. The data were analyzed using path analysis.Results: The results showed that there was positive correlation between BAS and creative thinking (p>0.05). And there was negative correlation between BIS and behavioral inhibition system. And so, the results indicated that behavioral activation system indirectly predicted creative thinking.Conclution: Conclusions implied that to foster creative students, behavioral inhibition / activation system and achievement goals should be respect as important predictor of creative thinking.

This study were aimed to investigate the differences between working memory, flexibility and problem solving in four subgroup of emotion-focused coping with stress strategies (encounter, avoidance, dependence & continence). The sample size was 100 participants majoring in Humanitarian Science in BA selected from different universities in Tehran that were divided into four groups of 25. The sampling design was simple semi randomized style and participants were in the intermediate level of stress and anxiety. The research tools were depression, anxiety and stress inventory DASS-21, coping with stress inventory WOCQ and strop, N-Back and tower of London software tests to measure the flexibility, working memory and problem-solving. Results showed that the level of working memory and flexibility in learning the new matters were significantly low in encounter subgroup. Moreover the result postulated that the dependent subgroup was similar with encounter subgroup in cognitive impairments. The problem solving weakness is similar in the four subgroups. Findings of this study represent the people who apply the emotion-focused coping strategies are weak in working memory, flexibility and problem solving. Moreover, the encounter and dependence subgroups suffer from cognitive impairments more than the others.

This study aimed to investigate the relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. 364 people, including 180 girls and 184 boys were selected by multistage random sampling and responded to academic self-efficacy, academic motivation and academic engagements scales. Academic performance of students assessed by their GPA at the end of the first semester of the academic year 2014-2015. For data analysis, correlation and multiple regression analysis were used. The results showed that academic achievement can be predicted significantly by the dimensions of academic engagement, academic self-efficacy and academic motivation. Only the relationship between agency engagement and academic achievement was not significant. Also, the results showed there were a significant and positive relationship between Self-efficacy and academic achievement (r=0.34), academic motivation and academic achievement (r= 0.26), cognitive engagement and academic achievement (r = 0.27), emotional engagement and academic achievement (r = 0.11), behavioral engagement and academic achievement (r = 0.33), and agency engagement and academic achievement (r = 0.13).

The aim of the present study was to examine effect of self-regulated learning strategies training (cognitive and meta- cognitive) on attribution styles and Its Dimensions (Source causality, Proof of causality, general causation) of The Second High School Students.The study method of s up-experimental with design pre-test – post-test and follow-up with the control group. The study population included all high school girl students in second grade Khorramabad city area two public schools in the academic year 1394 – 95. Sample size of 56 Person (of Person 28 experiment group and Person 28 control group) using multi-stage random cluster were selected. The only experimental group was self- regulated learning strategies training (cognitive and meta- cognitive), after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool, questionnaire, attribution style scale Seligman and sink (1992). The results showed that self-regulated learning strategies education significantly increase attribution style events with good outcome (p<0.05) and style of documents with poor outcome and reduced events (p<0.001). While the results was preserved in the follow up Phase. Based on the results, it becomes clear that self-regulated learning strategies can be taught and learned and teach students strategies to increase internal attribution style for positive events and decrease internal attribution style for negative events affecting.

Aim: The aim of this study was to investigate the role of learning approaches in the relationship between parental attachment style and students achievement is.Method: The study of correlation designs (path analysis) is. The research subjects were all male high school students ray city A total of 200 students were selected by multistage random cluster sampling. In this study, measuring tools was the questionnaire of attachment to parents and peers Armesden and Greenberg (1987), approaches and study skills Annette Weiss Tel and Tate(1997), and the average as an indicator of educational attainment was a high school student.Results: The data using descriptive statistics, as well as path analysis and modeling software version Aymvs 21, were analyzed. The results showed good fit model. The results showed that deep and strategic approaches can significantly predict academic achievement, Strategic approach can to play full the role of mediation in the relationship between attachment style and achievement, But superficial learning approach couldn’t predict academic achievement and have a meaningful role in the research model.Conclusion: The results of this study can be concluded, the teachers and the education system must be designed in such a way so that the educational system rather than a superficial understanding of students to understand the depth of material to be stressed. In other words, teaching and learning by teachers and students of deep and strategic approaches can have a significant impact on the academic achievement of students.

Objective: The main purpose of this research was to study the relationship between different types of second presentation with student independent learning.Method: A descriptive correlation research method was used. The statistical population included 3676 (1657 girls &2019 boys) students of second grade of junior high school in Hamadan city at (93-94)school year. Using clustering sampling method and based on Kerjcie and Morgan table about 246 (111 girls and 135 boys) were selected as study sample. The data gathering instruments were independent learning questionnaire based on Agency for independent &Lifelong Learning and researcher made instrument second presentation type. The content validity of researcher made instrument was reported as acceptable by the experts and the reliability index of the instrument was stimated to be 0.851 for independent learning questionnaire and 0.878 for second presentation instrument using cronbachs alpha.The gathered data were analyzed using descriptive statistic indices such as frequency, percentage, table, mean, standard deviation and inferential statistical procedures like Pearson correlation coefficient, independent T-test and multiple regression.Results: The Research findings showed that except feedback there was positive and significant relationship between contextual, prerequisite, memorials, supportive and presentation types with independent learning. Also finding showed that the independent learning could be predicted through contextual, prerequisite and presentation types.Conclusion: Through different types of second presentation we can increase the student self initiation, responsibility and autonomy in the process of learning.

Purpose: The purpose of the present study was to determination of the effect of attention strengthen and perception of sensory-motor training programs on mathematical performance of male students with mathematical learning disability.Method: Study procedure was quazi-experimental with pretest-posttest design with control group. The statistical population of this study includes all third and forth grade elementary male students with mathematical learning disability in Shiraz city in the academic year 2014-2015.The sample size was 30 male students with mathematical learning disability that were selected by in available sampling method and assigned into experimental and group control, randomly. Such as each group consist of 15 students. Both groups were assessed pre-test. The experimental group received attention strengthen and perception of sensory-motor training programs in 10 sessions while control group did not. After completion of training period for experimental group the post-test was administered for both groups. Standardized tests of Iran Key-math mathematical test and revised Wechsler Intelligence Scale for Children was used to collect data.Results: The data analyses by ANCOVA and MANCOVA showed that there were significantly improvement in mean scores of mathematical performance and its subscales in experimental group (P< 0.01).Conclusion: Therefore, attention strengthen and perception of sensory-motor training programs to improve the performance of students with learning disability in mathematics can be used and suggested that the school teachers in the process of learning and teaching, further they have notice to the capacity of attention and sensory-motor perception students have learning difficulties.

Objective: The purpose of the current study is the examination of the relationship between the symptoms of attention deficit hyperactivity disorder / ADHD and Academic Achievement in students with the emphasis on mediating role of time management.Method: In the correlative study, a group of 203 students who show the symptoms of attention deficit hyperactivity /ADHD were opted using adults’ ADHD calibration scale (BAARS). The instrument used in the present study was the time management scale. It is worth mentioning that students’ average was regarded as the indicator of their educational progress. The collected data were analyzed via path analysis in Lisrel 8.5 software.Results: The results confirmed the mediating role of time management, in relation between attention deficit symptoms and academic achievement. While, the results showed that time-management does not the mediating role in relation between symptoms of hyperactivity and impulsivity with academic achievement. Also, the results showed that among symptoms of ADHD, only impulsivity symptom, has a direct effect on academic achievement.Conclusion: Based on the obtained results, it is suggested that the treatment for students with ADHD, should better be based on improving their time management.

Introduction: Current research conducted to investigate the effectiveness of short-term group-based mindfulness training in reduction the teacher’s burnout and some psychopathological symptoms (such as depression, and stress) and improvement the teacher’s job satisfaction.Method: Semi-experimental pre intervention and post intervention research design with control group was chosen for study. After screening by Maslach Burnout Inventory , 28 teacher who had z scores higher than 1.5 were chosen and randomly assigned to experimental and control groups. All teacher responded to Maslach Burnout Inventory, job satisfaction scale, teacher satisfaction, beck depression scales, and perceived stress scales (pss) in pre and post intervention time. The intervention was implemented in current research based on group-based mindfulness program and involve 11 seasons of 8 weeks (36-hr).Results: Data analysis by MANOVA revealed that two groups were different in all scales and subscales of outcome scores. Result implied to effectiveness of mindfulness based training in burnout teachers.Conclusion: in regard to high Prevalence rate of burnout in teachers population, the results of current study implied that the usefulness and effectiveness of mind-fullness training in this context.