(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2021 | Volume:14 | Issue:53|Papers Count:9

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p<0. 05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning.

The purpose of this study aimed to determine the effectiveness of cognitive behavioral therapy on rumination, worry and anxiety sensitivity in people with anxiety disorders. The research method was single case. Research participants included 3 people with anxiety disorder symptoms who were selected as a single case with a psychiatrist's diagnosis of having anxiety disorder symptoms using the purposive sampling method. Anxiety Sensitivity Questionnaire, Pennsylvania Worry Questionnaire (PSWQ), Nolan Hoxma and Murrow Rumination Questionnaire, and Beck Cognitive Behavioral Therapy Packagewas used to collect data. Prior to the intervention, all 3 cases were evaluated in one session using research questionnaires. Then, 8 sessions of behavioral cognition therapy were administered to the subjects twice a week. in order to test the hypothesis Percentage indexes test was used. The results obtained through Blanchard and Schwars improvement rate showed that cognitive behavioral therapy affects rumination, worry and anxiety sensitivity in people with symptoms of anxiety disorders.

The aim of this study was to determine the effectiveness of mindfulness-based mindfulness intervention in group therapy on improving cognitive performance in students with depressive syndrome. The research method was quasi-experimental with pretest-posttest design with an experimental and control group. The statistical population of the study was all students with symptoms of depression, Tabriz in 1398, who had no other psychological disorders and use of antidepressants, of which 20 for The experimental group and 20 people were selected for the control group by available sampling method. Young's plan questionnaire (short form, third edition, 90 items) and Snyder et al. 's (1991) adult hope questionnaire were used to collect information. The experimental group underwent mindfulness intervention based on group narrative therapy for 16 sessions and during this period the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance in SPSS software. The results showed that the process of mindfulness intervention sessions based on group narrative therapy led to a decrease in the mean scores of cognitive performance in students with depressive syndrome in the experimental group compared to the control group. (P≤ 0/01). According to the results, it can be argued that mindfulness intervention based on group narrative therapy has a positive effect on improving cognitive performance in students with depressive symptoms.

The overall purpose of this study was to compare the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method is quasi-experimental of pre-test and post-test with control group. The statistical population includes all high school students in the first period of education in District 5 of Tabriz. Of the total schools in District 5, 19 schools had low academic performance, of which three schools had the lowest average academic achievement and 25 students from each school were randomly divided into two groups. Experiments and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. Two training packages of motivational self-regulation skills and emotional-social skills were performed on the two experimental groups. Findings indicate that motivational self-regulatory skills training have an effect on academic buoyancy and academic engagement of junior high school students. Emotional-social skills training has an impact on academic buoyancy, resilience and academic engagement of students.

The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could have predicted 40. 8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (P<0. 01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops.

This study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental type in which pre-test, post-test design with a control group was used. To determine the research sample, the facade test, which is used as a tool to diagnose reading problems and dyslexia of primary school students was performed among the third grade students of Tabriz and the students who got a score higher than the average of the questionnaire were recognized as having a special learning disability (reading) and then among these students, 60 people (four groups of 15 people) were selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15 people, one group was girls and the other group were boys and received cognitive rehabilitation training) and two control. Cognitive rehabilitation training was provided to the experimental group by Smart Sound training software (8-level computer program for cognitive rehabilitation in reading disorder) and working memory was measured using Kretschner (1985) test. Data was analyzed using multivariate factor analysis of covariance. Findings of the research showed that cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) and gender factor has moderating role. Thus, cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) among girls more than boys.

The present research was accomplished to present a model for the exclusive competency among the university faculty members. The research is of applied nature using the descriptive-survey method. To determine the nature of the exclusive competency among the university faculty members, the research used inductive content analysis by using 390 coded samples. Coding and stratifying of the samples were carried out in three phases, 69 main criteria having 12 components and 3 dimensions were defined and based on three-phased Delphi technique, 34 informed scientific and executive professors were selected. The criteria were evaluated by these samples and finally, 61 criteria, 6 elements and 2 dimensions with either slight or complete changes were determined. A questionnaire was extracted from the results and distributed among the university faculty members as well as managers and experts in the university education and a total of 108 analyzable questionnaires were obtained. The final research model was quantitatively assessed through confirmatory factor analysis and redundancy tests. The goodness-of-fit criterion for the final model was 0. 683, which is regarded as a good value. In the final model, group, organizational and individual dimensions had factor loadings of 0. 942, 0. 880 and 0. 820, respectively, and all three coefficients were statistically significant. However, the group dimension was more important than the other two dimensions and the organizational dimension was the second most important.

The present study was conducted in 2020 with the aim of designing a productivity evaluation model of Islamic Azad University of the province of East Azarbaijan. A qualitative research of the grounded Theory was carried out. The statistical population of the study included professors and staffs of the Islamic Azad University of Tabriz. Observing the rule of theoretical sampling and theoretical saturation, 25 participants were selected as sample members by non-random sampling method. Data were collected through semi-structured interviews and a systematic approach Strauss and Corbin were coded in three stages, open, axial and selective. 943 open codes and 144 axial codes were extracted. For factors affecting productivity, 649 open codes and 35axial codes were extracted and two strategies of member review and valuable external review of the research was used by performing the ratio test, because the calculated average (4. 21) at the level of 99 % confidence (α =0. 01) is Larger than average reviews (3) was therefore confirmed the validity of the overall model. Also, the calculated average of all model dimensions at 95% confidence level (α =0. 05), was obtained larger than the theoretical average and the validity of all dimensions of the model was confirmed. Results showed that productivity evaluation indicators of university include: education, research, student, culture and credits. The university officials can reach to productivity by considering individual, organizational and ultra organizational factors and at the same time by removing processing barriers with some main policies within and outside of the organization