JOURNAL OF COGNITIVE STRATEGIES IN LEARNING
Year:2018 | Volume:6 | Issue:10 |Papers Count:12

Method: The Methodsof current study was a descriptive causal-comparative. The statistical population was consisted of third to sixth grade students (aged 9 to 12 years old) with and without specific learning disorder in learning disabilities center of area 1 in Ardabil. Among the students, 45 students (15 students with dyslexia, 15 students dysgraphia and 15 students with dyscalculia) were enrolled in the academic year 2014-2015 who were selected by the total number and were compared with 20 normal subjects. Data were collected using scales of Colorado Learning Difficulties Questionnaire, Tower of London test and Vygotsky concept formation and were analyzed with MANOVA. Results: The results showed that students with specific learning disability compared to normal children have poorer performance on tests of planning-organization and cognitive flexibility. Conclusion: Early diagnosis of deficiencies in the executive functions and doing preterm intervention could be effective in prevention and treatment of students with special learning disorders

The present study examined the relationship between problem-solving styles and academic procrastination with the mediation of academic self-efficacy among high school students. This research method is descriptive-correlation using structural equation modeling and path analysis. Participants of this study consisted of 334 high school students (171 females and 163 males) who were recruited from all high schools of Zabol city via multistage random cluster sampling method. In order to study research variables, each participant completed problem solving styles questionnaire (Cassidy & Long, 2006), self-Efficacy study questionnaire (Morgan & jinks, 1999) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The reliability of research instruments was determined by Cronbach's alpha coefficient and their validity was attained through internal correlation. The results of reliability and validity of the tests were acceptable. The results of path analysis indicated that academic self-efficacy plays the role of a mediator between helplessness styles, creativity and academic procrastination. Moreover, the approach Style and Confidence Style of problem-solving indirectly and through educational self-efficacy affected academic procrastination. Identifying students' problem-solving styles can improve and increase self-efficacy which it leads to the decrease of procrastination among students.

Purpose: The purpose of the present research was to determine the effect of social-emotional skills training on motivational beliefs and self-regulated learning strategies in students with specific learning disorder. Method: This study is a quasi-experimental with pre-test/post-test and a control group. The sample of consisted of 26 elementary school students with specific learning disorder in Rasht city in the school year 2016-2017 that were selected by available sampling method and assigned to two experimental and control groups. To collect the data, Motivational Beliefs and Self-Regulated Learning Strategies Questionnaire were used before and after training. The 12 sessions of social-emotional skills training were implemented for experimental group. Results: The results of multivariate analysis of covariance showed that this training were significantly improve motivational beliefs and self-regulated learning strategies in students with specific learning disorder (P<0. 001). Conclusion: According to the findings of the research, social-emotional skills training as a technique can be effective in improving metacognitive beliefs and motivations of these children.

Purpose: the aim of the present study is the causal modeling of academic engagement based on supported academic performance, self-esteem and self-efficacy among undergraduate students at amir kabir university Methods: The sample group consisted of 375 samples (263 male and 113 female) that were selected randomly from the population. To collect data the academic engagement questionnaire by Schaufeli et al., the subscales of self-esteem and supported academic performance of Trauma Resilience Scale by Madsen and academic Self-Efficacy Scale of Breso et al were used. Results: For data analysis, path analysis was used. Data analysis showed that supported academic performance, self-esteem and academic self-efficacy directly affect academic engagement. The supported academic performance had the highest effect. Also supported academic performance was related to academic engagement indirectly through academic self-efficacy and self-esteem. Conclusion: In general the present study predicts about 32% of the variance in academic engagement. The results showed that the proposed model has a good fitness.

Objectives: The aim of this study was to investigate the effectiveness of MBSR training on the sustained attention and academic boredom of students. Method: The method was semi-experimental and the employed design was pretest and posttest with intervention and control groups. The research population consisted of undergraduate female undergraduate students studying and residing at Shahid Bahonar University of Kerman dormitories in 2005-2006. Among them, 55 individuals were screened by Delavarepour’ s Academic Boredom Questionnaire and they are divided into two groups of intervention and control. To reach this sample, about 400 people in the dormitory filled out the questionnaire. Both the groups conducted the Delavapour’ s Academic Boredom, and the Freiburg Mindfulness questionnaires, plus the Continuous Performance Test before and after the intervention. The intervention group participated in the 8 weeks MBSR sessions. Results: Data are analyzed using ANCOVA and the results indicated that MBSR had a significant effect on reducing individuals ‘ academic boredom, increasing sustained attention as well as increasing mindfulness. Conclusion: MBSR treatment interventions can be used as an effective method for the students with academic boredom and sustained attention problems.

Purpose: The purpose of this study was prediction of academic engagement based on academic support and class psycho-social climate in student. Method: The method of this study is correlational. Statistical population of this study comprised all of Ardebil high school student in 2016-2017 academic year, that among them by using cluster random sampling, 236 samples were selected and finally 228 questionnaires were analyzed. For data collection Wang, Willett and Eccles academic engagement questionnaire, Sands and Plunkett academic support questionnaire and Fraser, Giddings, Mc Robbie class psycho-social questionnaire were used. Data were analyzed by using Pearson’ s correlation coefficient and regression analysis. Results: Result showed that, there exist significant positive relationship between academic support and its components and class psycho-social climate and its components with academic engagement. Also regression analysis revealed that %55 of the total variance of academic engagement can be explained by academic support and class psycho-social climate. Conclusion: Therefore, it can be concluded that the academic support and class psycho-social climate may be taken into account as one of the important factors leading academic engagement.

Aim: specific learning disorder with impairment in written expression has a negative effect on social and academic performance of individuals. So the aim of this study was to examine the effectiveness of self-instruction skills training on metacognitive awareness and handwriting problems of boy students having specific learning disorder with impairment in written expression. Method: The study conducted under the quasi-experimental method with pre-and post-test along with the control group. The sample of the study included 32 subjects (16 for experimental group and 16 for control group), were selected by available sampling Method, among second to six grade elementary students in " schools for regular education" in Kherame. Subjects randomly assigned in experimental and control groups. Metacognitive awareness scale(Panaoura & Philippou, 2005) and a researcher made handwriting problems checklist (Keshavarzi, 2015) were used as a tools of data collection in before and after Intervention. Experimental group sequentially received 15 sessions of self-instruction skills training. The data were analyzed by using of analysis of covariance (ANCOVA). Results: The results indicated that the scores of experimental group in metacognitive awareness and handwriting problems were improved after intervention (P<. 01). Conclusion: Therefore, we can conclude that self-instruction skills training improving the metacognitive awareness and handwriting problems of students having specific learning disorder with impairment in written expression.

Purpose: The purpose of this study was to investigate the effect of distance education (based on mooc) on academic engagement and its components among students in Kerman Payam Noor University. Method: The research method was quasi-experimental. The statistical population is students of Kerman Payam Noor University, which) were selected 40 of them as sample (20 students in the control group and 20 students in experimental group by Sampling method is Single-stage cluster sampling. The lessons were taught in 4 sessions of eight hours for one month for the experimental group through mooc technology and using an educational design pattern and the control group was trained in the same way as the usual class. The instrument used in this study is academic engagement questionnaire of Zerang (1391). Findings: The results showed The findings of the study indicated that the average of the experimental group was higher than the control group in the academic engagement variable (F=42. 69 P<0. 01) Therefore, it is concluded that the use of a technology-based education model in distance education has been effective in increasing students' academic engagement. In the cognitive engagement component (F=12. 82 P<0. 016), in the motivational engagement component with (F=31. 93 P<0. 016), in the component of behavioral engagement with (F=23. 50 P<0. 016), After adjusting for the pre-test scores, the difference between the experimental and control group is significant. Therefore, it is concluded that the use of technology-based education model in distance education has been effective in increasing cognitive, motivational and behavioral engagement of students. Conclusion: So teaching with technology (Mooc) has a positive impact on increasing academic engagement and its components among the students in educational technology. The results suggest that technology (Mooc) is used to enrich teaching of other lessons of PNU.

Objective: The present study seeks to investigate the relationship between faculty members 'epistemological beliefs and faculty members' teaching components. The research method is survey-correlation type. The statistical population consisted of 320 faculty members of Shahed University who were selected by random stratified sampling of 167 individuals. Measurement tools consist of Schumer's Epistemological Beliefs Questionnaire and the factors influencing the microreserves teaching method. Method: To analyze the data, descriptive statistical methods with inferential tests such as "t" univariate and "r" Pearson correlation coefficient have been used. Results: The Results showed that: The system of epistemological beliefs of the faculty members of Shahed University in one aspect is "knowledge simplicity" in the row of the system of beliefs or low level of beliefs, but in two other aspects, namely, "certainty of knowledge" and "dependent on the source" The existence of knowledge "is in the ranks of the system of expert beliefs or high level. Also, between the dimensions of Schumer's epistemic beliefs in the "simplicity of knowledge" dimension with teaching components: "classroom management techniques", "maintaining appropriate classroom behavior", "preparing students for review and practice", "displaying questioning skills", "using methods Various education ", " positive atmosphere in the classroom "and" education quality "have been directly and positively correlated. Also, there is a negative relation between Schummer's epistemological dimensions in the "determinism of knowledge" dimension with teaching components: "using different teaching methods", "establishing positive atmosphere in class" and "teaching quality", and finally between epistemological dimensions In the "dependent on knowledge" dimension, Schumer existed with the nine components of the microscope's teaching of negative relation (inverse). Conclusion: The teaching function and activity of faculty members is influenced by their beliefs and values about the nature of knowledge. The overwhelming majority of the faculty members in the target community, from the knowledge, considered "simple knowledge" to be ranked in the "system of beliefs" or "low level". On this basis, it can be concluded that because of the vast majority of faculty members from the technical and medical fields, due to the sharp and tunneling of their studied phenomena, they have such an understanding of knowledge, as among the members of the staff Scientific findings of the humanities and basic sciences did not find this finding.

Purpose: This research was conducted by the aim of determining the relationship between meta-cognitive self-regulation strategy and achievement goals with decision-making styles in students’ . Method: This study was conducted on 379 students (219 men and 160) women. were selected by Relative class sampling method from all B. A students at Tabriz Islamic Azad University. The data were collected by Pintrich and his colleagues (1991) ’ motivated strategies for learning questionnaire and Midgley his colleagues (1998) ’ achievement questionnaire and and Bruce Scott (1995) decision-making styles questionnaire. The data were analyzed by software spss and Pearson correlation and multiple regression analysis statistical methods. Findings: The results showed that metacognitive self-regulation strategy is good and positive predictive for rational decision-making style. Also metacognitive self-regulation strategy predict immediate decision-making style as a Negatively. avoidance achievement goals, predict rational decision-making style as a Negatively. mastery Achievement goal predict avoidance and intuitive decision making style as a Negatively. Performancs Achievement goals were not meaningful predictors for decision-making styles. Conclusion: the importance of metacognitive self-regulation strategy and achievement goals, Reinforcement this strategy and goals of the students can the use of appropriate decision-making styles and Avoidance of inappropriate decision-making style play an important role.

Objective: One of the major goals of psychology and educational research to evaluate the academic performance of students is decreasing. One of the psychological factors that affect student achievement, academic burnout. The purpose of this study, the role of passion emotional, cognitive and behavioral learning of students is projected exhaustion. Methods: This cross-sectional correlational The population consisted of all students in the academic year 1394-1393 Tehran University of Medical Sciences The number of people formed in 2460 and 331 of them Random sampling and were selected based on Morgan and Krchsy example. To collect data, the scale of enthusiasm emotional, cognitive, behavioral and academic burnout scale were used. Data using Pearson correlation and regression analysis were analyzed by log. Results: enthusiasm variables emotional, cognitive and behavioral deterioration There was a significant negative correlation study (p<0/01). Also, about 11 % of the variance of academic burnout by passion emotional, cognitive and behavioral explained. Conclusion: The enthusiastic emotional, cognitive, behavioral and academic burnout is a significant relationship. Emotional passion as the strongest predictor of academic burnout is that increased emotional enthusiasm of the students in their academic wear is reduced.

Objective: With consideration of the importance of grit for learning English as a foreign language (EFL), the present study aimed to develop and validate an EFL grit instrument whose items are specific to EFL context. Method: A Methodology of this research was descriptive and participants of this study were EFL teachers and learners in Hamadan and Tehran Language Institutes. This questionnaire was developed reviewing the existing literature and exploring EFL experts’ perceptions. Results: The piloting and testing of the tentative model through exploratory and confirmatory data analyses with the use of scree plot, Bartlett’ s test of sphericity, Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and warimax rotation on a sample of 306 EFL learners indicated the existence of four reliable factors of “ Trying Hard to Learn English (0. 78)” , “ Having Interest in Learning English (0. 84)” , “ Practicing a lot in order to Learn English (0. 81)” and “ Having Goal for Learning English (0. 82)” and the reliability of 0. 83 for the whole questionnaire. Conclusion: So, it could be said that, the present questionnaire is a reliable and valid instrument for applied educational, linguistics and psycholinguistics researches.