JOURNAL OF COGNITIVE STRATEGIES IN LEARNING
Year:2020 | Volume:7 | Issue:13 |Papers Count:12

Purpose: Today, a significant amount of information is exchanged in writing, so reading and comprehension is a prerequisite for success and advancement in society. Reading and comprehension is always considered as one of the top priorities of educational systems of societies, and a large part of Curriculum, especially in the early years of study. The purpose of the present study was to investigate individual cognitive factors (reading self-concept and attitude to reading) affecting reading comprehension in order to formulate a structural model among male and female students of the fourth elementary school of Hamadan. Method: The statistical population consisted of 12, 000 students studying in the elementary period in the academic year of 1995-96, of which 287 students (128 boys and 159 girls) with an average age of 11. 10 years were selected through a multiple cluster sampling Stage selected. In this study, the self-concept scales of reading Chapman and Tanner 1995 and McKenna's Attitude to Reading 1990 and reading comprehension from a researcher-made questionnaire were used based on the Mehrnejad 2000 comprehension test. Kolmogorov-Smirnov test and structural equations were used to analyze the data using Spss and Amos software. conclusion: The results indicated that these variables had a significant effect on reading comprehension of students. Attitude to reading 62% and reading self-reflection of 58%, were able to explain the most comprehension of students.

Objective The current study aimed to determine the relationship between scientific epistemological beliefs, motivation, science learning self-efficacy and conception of learning science. Method For this, 339 students of basic sciences (167 females and 172 males), from Urmia university were selected through stratified random sampling for this study. The questionnaires of scientific epistemological beliefs scale (SEB), motivation learning science scale (MLS), science learning self-efficacy (SLSE), and conceptions of learning science (COLS) were used in order to collect data. Results The results indicated that the conception of learning science predicted meaningful by the dimension of scientific epistemological beliefs and science learning self-efficacy. However, The results indicated that there is a significant positive correlation among verification, improvement of scientific epistemological beliefs and constructive of conception of learning science. but, there was not meaningful relationship was observed between resource, certainty and reproduction of conception of learning science. In addition, while no significant relationship was found between reproduction and motivation of learning science, there was significant positive relationship the constructive and motivation of learning science. Furthermore, a significant positive relationship was observed between science learning self-efficacy and conception of learning science. Conclusion In the general, the finding of the present study support the role that motivational and cognitive factors play in the predicting and determining the conception of learning science, which has useful scientific implications for learners process of motivation and science learning.

Objectives The purpose of this research was to study the effect of emotion regulation training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder (SLD). Method This research was Study quasi-experimental with the pre-test, post-test and a control group. The statistical population of the present study included all fifth grade elementary school students with special learning disorder who were studying in Ardabil in 2015. The research sample consisted of 40 students with specific learning disabilities, selected by multistage cluster sampling and assigned to two experimental and control groups (20 subjects per group). To collect data, Kay Math mathematic, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, educational burnout and academic procrastination scales and Diagnostic Interview based on DSM-5 were used. TestData were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22. Results The results showed that emotion regulation training was effective in decrease in educational burnout and academic procrastination in students with specific learning disorder (P< 0. 001). In other words, the results showed that emotional regulation training reduces educational burnout and academic procrastination in students with specific learning disorder Conclusion According to these results, it can be said that emotions play a significant role in students' academic progress or regress. Therefore, emotion regulation training with decreasing negative emotions and replacing positive emotions provide a basis for reducing the burnout and academic procrastination educational of these students.

Object: The purpose of this study was to predict academic burnout based on character strengths and learning styles. Method This research was descriptive and correlational. The statistical population of the study included all 429 students of the Farhangian University of Qom from which a sample of 176 was randomly selected through convenient or available sampling according to the Cochran formula. Measurement instruments included Brief Strengths Test (Peterson and Seligman, 2004), Grasha-Richman Learning Styles Questionnaire (1996), and Breso et al. (2007) Burnout Inventory. Pearson correlation test and multivariate regression test were run to analyze the data. Results The results indicated that there was a reverse and significant relationship between the character strengths of courage, humanity and trancendence with academic burnout. From among the learning styles, avoidance strategy as the first factor was the most influential and contributing one in explicating academic burnout. Also, from among the two predictor variables, the character strengths contributed more significantly in explicating the students' academic burnout. Conclusion Overall, it can be concluded that students endowed with character strengths of courage, humanity, and trancendence are less vulnerable to academic burnout whereas students equipped with the avoidance strategy are more exposed to academic burnout. The study also implies that educational burnout in students can be partly prevented by controlling these overlapping and intervening variables.

Objective Investigating the dimensional-factorial structure of cognitive abilities is an important issue for measuring, interfering and developing these abilities as evidence of its structure's validity from the aspects of content and cognitive processes. This research was conducted with the aim of investigating the dimensional-factorial structure of cognitive abilities and providing a model for this structure in comparison with the presented structures of cognitive abilities such as general intelligence theory (factor g). Method The research method was descriptive-analytic and modeling the relationship between items and responses. The sample size of the study consisted of 1105 ninth grade students (578 boys and 527 girls) selected by stratified random sampling from among 32 high schools in Ahwaz. Data analysis was performed using cluster analysis methods based on the conditional covariance proximity (HAC/CCPROX) and PolyDETECT, Structural Equation Modeling (SEM) and Monte Carlo simulation. Results The results of the analysis showed that the structure of cognitive abilities of students is two-dimensional. The first dimension was named non-social cognition and includes six factors namely retrospective memory, prospective memory, inhibitory control, decision-making, planning, and sustain attention. The second dimension was called social cognition, which included only social cognition factor. Also, the validity and reliability of the dimensions and the obtained factors were confirmed. Discussion and Conclusion The results of this study showed that the unidimensional theory of general intelligence (factor g) is not a complete theory for the structure of cognitive abilities and the factor g can not explain the variance of social cognition. Thus, the theory underlying the present study was called "Thetwo dimensionaltheory of social-nonsocialcognitive abilities". Also, the results of this study confirmed the findings of some studies that non-social cognition and social cognition form two different dimensions of cognitive abilities.

Aims The main purpose of this research was the study of Relation between self regulation with authentic learning of third grade senior high school girl student Methods A correlation research method was used. The statistical population comprised of (N=1151) all third grade senior high school girl student of hamedan district two at (95-96) school year. Based on clustered sampling method and kerjci & morgan table about 285 student were selected as study sample. About twelve questioner after frequent follow up didn’ t comebackThe real sample size were 273. The data gathering instrument were Pintrich & De Groot (1990)self regulation standard questionnaire and authentic learning researcher made questionnaire based on Reeves(2006)theory. The instrument reliability using cronbach alpha coefficient were computed ordinary equal to. /89&. /83. The collected data were analyzed using descriptive statistic indexe ssuch as frequency, percentage, mean, standard deviation and kalmogrov-smironov, single group t-test, pearson correlation coefficient and multiple regression and SPSS soft ware. Findings Research findings showed that the student self regulation and authentic learning was more than average and there is positive significant relation between dimension of self regulation and authentic learning and the dimension of self regulation can predict student authentic learning and about 32 percent of authentic learning variance can be justify by this dimension. Conclusion Authentic learning lead to enjoyable, significant, deep and permanent learning and it is dependent to different factors and condition so that one of the most important factor and condition is cultivating students self regulation skills.

The purpose of this study was to investigate the psychometric properties of the brief adolescents'''''''' subjective well-being in school scale at Iran students sampling. The research method was descriptive survey. The study population included all high school students in the second period Parsabad city (Ardabil province) in academic year of 2017, that selected across of theme using random cluster sampling, 303 students. For collective data using from brief adolescents’ subjective well-being in school scale (2014) and students’ basic psychological needs at school scale (2014). The results of the confirmatory factor analysis, in addition to the overall subjective well-being of adolescents in the school, confirmed the two factors of school satisfaction and affect in school for the brief adolescents'''''''' subjective well-being in school scale. The results of Pearson correlation coefficient were used to examine the Concurrent validity of the brief adolescents'''''''' subjective well-being in school scale showed that there is positive and significant relationship between the student score in the subscales of the brief adolescents'''''''' subjective well-being in school scale (school satisfaction and affect in school) with the subscales of scale of students'''''''' basic psychological needs at school (independence, communication and competence). The internal consistency of the brief adolescents'''''''' subjective well-being in school scale was confirmed by Cronbach’ s alpha coefficientswith coefficients ranging from 0. 70 to 0. 76. The test-retest reliability of the brief adolescents'''''''' subjective well-being in school scale was tested based on the results of two tests, with correlation coefficients ranging from 0. 62 to 0. 72 for the total score and its subscales was confirmed. Therefore, based on the findings of this study, it can be concluded that the brief adolescents'''''''' subjective well-being in school scale has enough validity and reliability to measure this structure in samples of Iranian students.

Purpose Present study was perform to compare the effect of emotional competence and problem solvingtraining on distress tolerance, among students. Method Study method was quasi-experimental with pre-test, post test and follow-up design with unequal control group. Study subjects were 71 students (24 students: experimental group of emotional competence, 20 students: experimental group of problem solving, 27 students: control group) among students from Farhangian university of Mazandaran who were selected by multi stage randomized cluster sampling and randomized method. Measurement tools were Simons and Gaher distress tolerance scale (2005). Emotional competence and problem solving training for 10 sessions during 1 month was provided for experimental groups. During this period subjects of control group did not received any intervention. Results The Results of variance analysis test of frequent measurements showed that emotional competence training will increase distress tolerance among students. Problem solving training will also increase distress tolerance among students. Also, according to results, there is not significant difference between effectiveness of two groups of emotional competence and problem solving on distress tolerance among students. Conclusion These results can be the basis for using emotional competence and problem-solving to increase student distress tolerance.

Students' classrooms misbehaviors have an important impact on the teaching and learning effectiveness. The aim of this study was to compare the students’ indiscipline in different clusters based on the early maladaptive schemas and family functioning components. The K-means clustering method was used for student clusters formation based on early maladaptive schemas and family functioning components in a group of 360 girl students in Tabriz city 10th grade students. According to the criteria, the two clusters was the most distinct between students' clustering. The first cluster students with the highest number in comparison to the second cluster have higher mean in all early maladaptive schemas, while in the family function components the cluster has lower mean. Also, according to a MANOVA test results the first cluster students have higher mean in all five types of indiscipline behaviors. The findings emphasize the importance of paying attention to family components and students' schemas on their misbehaviors.

Goal: The purpose of this study was to comparison of the effect of instruction of self-regulated learning and help-seeking strategies training to increase educational engagement and buoyancy of procrastinating students. Method This research was a semi-experimental design with pretest-posttest design with two experimental and one control groups. The statistical population of this study included all non-public schools of the second grade of secondary schools in the first and second districts of rasht city (29 schools and 593 students) in the academic year of 2017-2018, among them 60 procrastinating students through solomon and roth blum (2013) questionnaires were randomly selected and randomly divided into 3 groups of 20 (2 experimental and 1 control groups). questionnaires educational engagement schofeli & et al (2002) and educational buoyancy of dehghani-zadeh & hossein-chari (2012) completed all of the subjects in the pre-test and post-test phases. Then, one of the experimental groups received 12 sessions of 90 minute under the instruction of help-seeking strategies, and the other experimental group was received 15 sessions of 90 minutes under the instruction of self-regulated learning. while the control group did not receive any interventions during this period. Data were analyzed using inferential statistics of multivariate analysis and bonferroni post hoc test. Findings The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational engagement of who were Procrastinating Students. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational buoyancy of who were Procrastinating Students. Conclusion Based on the results of this research, it can be concluded that the use of instruction of self-regulated learning and help-seeking strategies is used to reduce of procrastinating students.

Objective The purpose of this study was to investigate the effect of educational package on modifying the orientation of teachers'' learning in interaction with teaching style in academic self-concept and academic performance of students. Methods The research method was semi-experimental design, pre-test and post-test design with control group. The study involved teachers and elementary school students attending the 97-96 school year. A total of 60 teachers were selected using a teaching style questionnaire in a screening method and were divided into two experimental and control groups of 30 people, so that in the experimental group, according to the teaching style, two groups of 15 were formed and in the control group according to the teaching style Two groups of 15 were formed. The teachers selected in the experimental and control groups were randomly assigned to each of the three students of each teacher as the final sample. In the experimental group, 6 training sessions (designed) were presented. In this research, three tools of the teaching style questionnaire (Moosapour) and academic self-concept (Coopersmit) and one academic achievement test with acceptable validity and reliability were used. The multivariate analysis of covariance was used. Results Results showed that modulation education Teachers'' orientation on academic self-concept and academic performance is effective and education based on modifying the orientation of teachers'' learning in interaction with the teaching style is effective on students'' academic performance in the student-centered subgroup more than the teacher-oriented subgroup. However, education based on modifying the orientation of teachers ''learning in interaction with teaching style does not affect students'' self-concept. Conclusion Teacher learning orientation is effective on students'' academic self-concept and academic performance And teachers ''learning orientation in interaction with teaching style is effective on students'' academic performance

Objective Most of the learning problems is reason of intelligence, creativity and visual disabilities in students. Semantic-symbolic instruction is one of the cignition strategies that can influence on cognition ability. Objective of this study was the effectiveness of semantic – symbolic model on increasing power of drawing and cognitive intelligence of Architecture students. Method The Method of the reseacha quasi-experimental design with pre-test, post-test and Follow up with the control group, respectively. The population was all students from Azad Islamic University of Hamedan in Architecture course. Test creativity Inventory and visual test is used. The students with low number in drawing funtional randomly (15 person in each group) assigned to the experimental group and control group. Results Used experimental methods After Group of Eight meeting them and also used from Kolmograf-Smeirnof test and Leven test for preassumption calculation and for Hypothesis analysis from MANOVA. Results showed that Cognitive strategies have been effective in increasing visual power and there are significant differences between the two groups but on intelligence don’ t influence on intelligence. Conclusion Results of this research indicated the importance of learning based on semantic-symbolic model on power of drawing and cognitive intelligence in geometric visualization of Architecture students and in addition can help to this students in designing and drawing. But isnot influenced on intelligence.