JOURNAL OF PSYCHOLOGY AND EDUCATION
Year:2007 | Volume:37 | Issue:1|Papers Count:10

The purpose of this study IS IO examines the relationship between epistemological and motivational beliefs about mathematics among gifted students. To this end, 334 first year high school gifted students were selected through applying the Otis Intelligence Test. Epistemological Beliefs Questionnaire (EBQ) and Motivational Beliefs about Mathematics Scale (MBMS) were also used as measurement instruments. Factor analysis showed four factors 111 EBQ: quick learning, sorce of knowledge. fixed ability and certainty of knowledge. Seven factors of MBMS were self efficacy. Task value. test anxiety. Control beliefs. Mastery goal orientation. performance- approach goal orientation and performance - avoidance goal orientation. Cronbach alpha for these factors varied from .53 to. 83. Results from a series of multiple regressions indicated that several patterns of epistemological beliefs. Could be used to explain motivational variables in gifted students It was found that students beliefs on quick learning. sorce of knowledge and fixed ability predicted maladaptive motivational patterns. In contrast. the belief on certainty of knowledge positively influenced gifted puples motivations to learn mathematics. These findings were interpreted in light of epistemological and motivational models. The applications for mathematics instruction for gifted students were discussed.

The aim of this study was to investigate reasons for the failure of exceptionally talented university students in achieving English language First and then to see if there is any relationship between this failure and personality characteristics of these students. For this aim two groups of talented and ordinary students. Were selected First their university enterance English grades were compared to find out which group did better. As expected, the talented students outperformed the other group. Then the final grades of the general English language course of the two groups of the students were compared to find out which group outperformed 111 English Achievement. Contrary to our expectations achievement of the subjects (Talented students) was lower than that of the control group (ordinary students). Then the tests of creativity Personality Intelligence, and questionnaires, including personal affairs were given to the subjects to find out if there was any relationship between low language achievement of the talented group and their personality traits. The results showed that language achievement correlated only with intelligence. It did not correlate with other factors such as creativity. Self-confidence Responsibility mental ability And willingness The reason for the lower achievement of the talented students Then could be seen as the use of inappropriate teaching methods and inadequacy of the educational decisions made by Esfahan University authorities. Some solutions have been proposed in this regard.

In the present decade approaches of cooperative learning have been studied from different viewpoints. Reviewing these outlooks has led to presenting a paradigm taken into operation in the form of present research (a quasi-experiment). This field study was conducted on the 5th grade students of the seven education districts of the city of Mashhad. Samples of 132 by random method were selected. Test of social skills development (researcher -made) and test of academic achievement in mathematics (teacher-made) were the essential instuments of this field work. In analyzing the findings, Variance analysis were used. Results indicated that cooperative learning has remarkable effects on social skills development and academic achievement of mathematics in boy and girl students. Results of this field work is congruent with most perspectives provided and researches conducted by others.In order to effectively performance of cooperative learning cooperation of authors of textbooks, decision markers, and parents and teachers is essential.

hTis research was conducted to investigate the impact of congnitive strategies in improvement of written expression in students with learning disabilities with utilization of Englert (1990) paradigm. This program was consisted of the following components: Planning, Organizing, Writing, Editing, and Revising (POWER). This program was called "POWER" for acronym. The design of the study was "pretest-posttest" control group design. The sample of this study consisted of sixty female students (31 in control condition, and 30 in experimental condition) whom were drawned randomly from five elementary schools in Najaf Abad. The following instruments were used in this study included: 1) Questionnaire analyzing written expression (this questionnaire was developed by investigator on the basis of "POWER" program), 2) Goodenough- Harris test to measure the levels of intellectual functioning in students, 4) Ruthers' test to measure emotional- behavioral problems of students. Analysis of data indicated that experimental group was significantly higher in all five components of using congnitive strategies in written expression (p<%1). In addition a significant improvement in written expression of experimental group was observed (p<%1). These findings showed effectiveness of teaching cognitive strategies and its maintaining effect across time. Theoretical implications of findings, and their practical application have been delineated in the article.

The present research was to comparative study of relationship emotional intelligence to mental health and academic achievement in shahed and non shahed student. ln order to conduct the research 300 students (150 shahed and 150 non shahed) under graduate students or in Tehran university were randomly selected. To gather data 33 Items she rink's EI questionnaire were used. Twenty eight items Goldberg’s and Hiller's general health questionnaire also implemented. The results of are analyzed by indexes Pearson correlation, regression analysis, and Multivariate Analysis of Variance (MANOVA). Also the result indicate that there was not correlation between emotional intelligence and academic achievement, correlation significant with mental health, correlation significant between mental health and academic achievement. Otherwise comparison of averages are expressive significant differential two group's in total emotional intelligence, not significant differential between both gender, not significant differential two group's in total mental health and significant differential both gender in total mental health.

The purposes of this study were to examine the relations between emotional Intelligence, achievement motivation, contextual variables and academic activity on student's academic achievement. Participants were 415 (261 females, and 154 males) eleventh grade students. In multiple regression analysis, student's gender and age, mother's education, parental involvement, achievement motivation and well-done homework significantly predicted their school achievement. There was a strong positive association between well-done homework and academic achievement. Student's gender and mother's education moderated the relations between "student' sage and parental involvement and their academic achievement. Teaching quality and emotional intelligence was also found to be non-significant coefficients in regression models. Farther research is needed into academic activities and their effects on academic achievement.

In the present research, the relationship of social and language Development of 1SI grade girl students has been investigated, with the aim of showing the interrelatedness of these variables and the significant effect of social development on language development. Thirty 1sI grade girl students were selected through stratified random sampling. Results from the administration of Told-p-3 and we inland social development scale showed that there is a significant correlation between social and language development(r=0.59). Correlation coefficients between the language sub skills; listening, organization, speaking, semantic, syntax and social development are respectively 0.51, 0.41, 0.45, 0.47 and 0.58 which is found to be signiticant. Results of t test showed there is no difference between the subjects chronological age and language sub-skills development normative age in 1, 3, 4, 5 and 6 sub-scales. Only in sub-scale 2, subjects lagged behind one year from the normal development age.

The purpose of present research is to compare abuse, mental health and religious orientation in runaway and normal girls, The sample group of the research involves 25 runaway girls aged 17-25 that are being protected in the shelters for runawat girls, and 25 normal girls with the same qualities that were selected from a park in the southern part of Tehran, as comparison group. In order to assess religious orientation, mental health and the amount and the intensity of abuse, we used Religious Orientation Scale (Bahrami Ehsan, 1381), General Health Questionnaire (Goldberg, 1978) and researcher-made Abuse Questionnaire in sequence. The results show a significant difference in all variables between two groups. The group of runaway girls obtained higher scores in disorganization subscale of Religious Orientation Scale and in all subscales of Abuse Questionnaire (the intensity of abuse and the intensity of injury), and hence in total abuse. But the runaway girls obtained significantly lower scores in all mental health variables and religiosity subscale of Religious Orientation Scale, than normal girls. There wasn't any significant difference in religious pretentiousness and hedonistic subscales of Religious Orientation Scale between two groups.

Patients with schizophrenia experience a vast range of cognitive disorders. Among these deficits, deficit in attention processes realm can be named. The goal of the current study is the comparison of maintenance of attention in patients with schizophrenia, major depression and normal individuals. To do so, 32 schizophrenic patients (15 acute patients and 17 chronic patients), 32 patients with major depression (14 patients with psychotic symptoms and 18 patients with nonpsychotic symptoms) and 32 normal individuals were chosen, aging between 19 and 51. All the 3 groups were matched on the basis of age, sex, and education, and were assessed by Continuous Performance Test (CPT). The results indicated that schizophrenic patients had significant poorer performance in comparison to patients with major depression and normal individuals in all the Continuous Performance Test (CPT) variables (correct response, omission & commission). Also, patients with major depression in comparison with normal individuals had significant poorer performance in the correct response and the omission variables of Continuous Performance Test (CPT). Generally, results of current study are similar to the other results of different cultures.