Studies in Learning and Instruction
Year:2011 | Volume:2 | Issue:2 (59-2)|Papers Count:8

Introduction: Attention-deficit hyperactivity disorder (ADHD) is a heterogeneous disorder with unknown etiology. ADHD often overlaps with other conditions such as anxiety and mood disorders. The core features of ADHD are poor attention, excessive impulsivity and hyperactivity. The aim of this research is to investigate the therapeutic effects of cognitive behavioral skills group training focused on children and focused on mother + children on manifest anxiety in children with ADHD.

Introduction: Critical thinking is very different from criticism; it is basically a positive activity in all adult activities, including the interpersonal relationships and working activities. Critical thinking is considered a fundamental cognitive process for knowledge development and utilization; and it is applicable to problem solving and decision making in any context whether it is social, clinical, ethical, managerial, or political. Critical thinking is an important outcome criterion of higher education in any discipline. The ability to think critically is one of the most crucial survival skills in the society today. The lack of these skills can keep people from participating effectively in a democratic society.

Introduction: Throughout human life learning has been are of the important accepts. Since there are a wide number of factors effective in learning, their identification is important in solving problems and shortcomings in an educational system. In addition to such predetermined factors as personality, intelligence quotient, family status, and age, acquired factors are effective in learning. Students' learning styles are among the acquired factors (Snelgroves, et al, 2003). Based on their individual differences, different students use different learning styles for their learning. One of the most effective approaches in studying the students' learning is Kolb's theory of learning styles. According to this theory, learning is a process consisting of four stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Introduction: As organizations are experiencing rapid changes, such as competition in the global economy, the need for strategies to cope with these changes is crucial. Training as a systematic approach to learning is one of the most important strategies for organizations to enhance employees’ productivity and to gain new knowledge and skills needed to meet the challenges. In order to conduct effective training, training managers in organizations need to take into account many factors that are related to training outcomes. One of these factors is trainee’s individual characteristics. The main goal of this study was to determine whether trainees’ individual characteristics including motivation to learn, personality characteristics, age and education are able to predict training outcomes including reaction to training and post training self-efficacy.

Introduction: Theoretical foundations of Self- efficacy can be traced in social cognitive theory (Bandura, 1977, 1997). Bandura (1997) defined self- efficacy as a person beliefs about his/her own capabilities to organize and run courses for action to achieve personal goals. According to Bandura (1997), self- efficacy is both general and domain-specific. In educational settings, academic self- efficacy has been widely investigated. As a domain specific area, teaching self- efficacy is recently in the focus of many researches. Broadly conceptualized, teacher self-efficacy refers to the teacher’s belief of his or her abilities to bring about valued outcomes of engagement and learning among students, including difficult and unmotivated students (see Bandura, 1977; Tschannen- Moran, Woolfolk Hoy, & Hoy, 1998).

Introduction: Literature review about the barriers of using new technologies in education indicates that the most important problems in the implementation process are teachers’ attitudes and their interests in adopting new technologies. For adopting an innovation, there are different models that show the important factors in the implementation process and the relationships between them. Concern based adoption model (CBAM) is one of these models that was developed by Hall and Hard in 2001 and was selected as theoretical framework for doing this research. This model is composed of three parts: (i) stages of Concern (ii) levels of Use, and (iii) innovation Configuration.

Introduction: Today, completely changed conditions of org organizagions and increasidy competition which necessitous effetivemess show the need for organizations to generate valuable staff; this generation of staff is called organizational soldiers. Doultless, such staff distinguishes effective organizations from non-effective ones. Staffs that are willing to go beyond official obligations of their job represent what in recent years has been called “organizational citizenship behavior” (Morrisan, 1994).