Educational Psychology
Nasrin Taheri Asghari; Shahram vahedi; Davoud Tahmasebzadeh sheikhlar; Kiumars Taghipour; Hasan Sabourimoghaddam
Abstract
The purpose of this study is to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second year high school students. In this semi-experimental study, a pre-test-post-test design with a control group was used. The statistical population included ...
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The purpose of this study is to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second year high school students. In this semi-experimental study, a pre-test-post-test design with a control group was used. The statistical population included female students of the twelfth grade of the second year of secondary school in the city of Takestan, and 50 people were selected from among them as an available sample. The research tools included a questionnaire on learning motivation towards physics, daily writings and structured interviews of students. First, the subjects of both groups were pre-tested, then the subjects of the experimental group were tested for eight weeks with the help of the brain-based method, the subject of dynamics (Newton's laws). were trained, while the control group was subjected to common training at school. After the end of the intervention on the experimental group, the subjects of both groups were evaluated by the post-test. With the help of SPSS software, analysis Covariance and U Mann Whitney and kruskal- wallis H test were used for data analysis. The findings of this research showed that the students of the experimental group have more motivation to learn than the control group and we saw their significant superiority in the subscales of internal motivation, goal and self-efficacy, although there was a difference in the mean of the autonomy and job subscales, but this difference It was not statistically significant. Also, three motivational patterns were identified after the intervention. The first pattern of students' parallel motivation compared to before the implementation of the experimental plan, the second pattern of students' motivation becoming positive after the experimental intervention, and the third pattern of students' motivation becoming negative after the experimental intervention. Based on the findings of the present research, it can be concluded that by spending enough time, brain-based education can be used as an effective intervention to increase the motivation towards physics used by teachers and counselors.
Exceptional Children Psychology
Shahrooz Nemati; rahim badri; Shahram Vahedi; Mohammad Bardel
Abstract
IntroductionSpeech disorder, including stuttering, is a communication disorder that affects the production and fluency of speech. Stuttering is characterized by repetitions, stretching, pauses, or involuntary stuttering in sounds, syllables, and words. It is prevalent in about 5% of adolescents and 20% ...
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IntroductionSpeech disorder, including stuttering, is a communication disorder that affects the production and fluency of speech. Stuttering is characterized by repetitions, stretching, pauses, or involuntary stuttering in sounds, syllables, and words. It is prevalent in about 5% of adolescents and 20% of the overall population. Stuttering can have a significant impact on communication abilities and may lead to psychological issues such as emotional disturbance, low cognitive flexibility, and perceptual speech problems. The current research aims to implement the "acceptance and commitment training" to determine its effectiveness on the academic emotions of students with stuttering disorder.MethodThe research used a single-subject design with different subjects, including 3 second-grade high school students with stuttering disorder. The students went through baseline, treatment, and follow-up stages. Student names were obtained from the social harms section of Khoi city's education management. Participants were second-year high school students with stuttering disorder, who hadn't received prior psychological intervention and met the entry and exit criteria. Participants with physical or sensory issues or who missed more than two sessions were excluded.ResultsA study was conducted with three student participants. Participant one is a 16-year-old boy in 11th grade with a history of late speech development. Participant two is a 17.5-year-old girl in 12th grade who struggles with speech fluency and accuracy. Participant three is a 15-year-old girl in 10th grade with speech problems and academic difficulties. The study includes detailed information about their backgrounds and the psychological assessments conducted. This information provides valuable insights for addressing their unique needs in the treatment process.DiscussionThe current study aimed to investigate the effectiveness of an acceptance and commitment therapy (ACT) program in improving positive and negative academic emotions among second-year high school students who stutter. The analysis revealed that the ACT intervention had a significant positive effect on enhancing both positive and negative academic emotions in the participants. The ACT-based therapy facilitated students' ability to replace negative academic emotions with more positive experiences in the classroom, moving away from cognitive avoidance. However, the researchers acknowledged the uncontrollable nature of factors influencing academic emotions, such as personality traits, school environment, and personal/cultural beliefs, as a limitation of the study. Future research should consider the impact of additional variables, including personality and religious factors, as well as the program's effectiveness with other neurodevelopmental populations and socioeconomic groups. Additionally, comparing the outcomes of individual counseling with parents to group-based education would provide valuable insights for the implementation of this therapeutic approach.
Y. Valinejadghanati; M. Birami; E. Fathi Azar; Sh. Vahedi; M. Mirnasab
Abstract
The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low ...
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The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low working memory and low academic math performance. These students were randomly assigned in three groups (one experimental, one placebo and one true control groups). The experimental group was trained based on Witt's model for 6 weeks. The placebo group were taught science using the reciprocal method, while the true control group didn't receive any treatment. To analyze the data, MANOVA, ANCOVA and the Bonferroni test were used through SPSS 20. Results showed that the intervention improved the students' performance in backward digits, counting and block recall tests, but the enhancement in forward digit recall test was not significant. Also, results indicated that the students' math performance had improved. According to the findings, the students' working memory and math performance can be improved with appropriate interventions in the working memory.