S. Rajabi; M. Narimani; A. Abolghasemi
Abstract
The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate ...
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The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate in this study. Tools used in this study were neurofeedback System (NFT), Vanderbilt ADHD Rating Scale (parent form), Continuous Performance Test (CPT), Impaired Reading Test, Wechsler Intelligence Scale for Children, Revised, and a researcher-made questionnaire. Multivariate analysis of variance showed a significant improvement in the Wechsler post-test, and the two-month follow-up, in real neurofeedback group, compared to mock neurofeedback group. The results also indicated a significant improvement in post-test and follow-up of Continuous Performance Test (i.e. correct responses, error elimination and error present). The results of this study suggested that neurofeedback is an effective and sustainable method to reduce attention problems and increase intelligence of students with dyslexia, compared to the placebo group.
M. R. Abedi; A. Sadeghi; M. Rabiei
Abstract
The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). ...
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The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). Results were presented using descriptive statistics. All scores were changed to percentile ranks and Z and T scores. Standard and percentile norm tables were developed for the students (6 to 16 gears) thereafter. The results indicated that WISC-IV is reliable and valid and the norm tables are suitable for assessing intelligence of children in the province of Chahar Mahal Va Bakhteyri. It is suggested that such norm tables be prepared for all Iranian students.
S. Heidari; Gh. Maktabi; M. Shehni Yailagh
Volume 19, Issue 1 , June 2012, , Pages 43-62
Abstract
The objective of the present study was comparing attribution styles and self-handicapping of the successful and unsuccessful female high school students in Ahvaz, controlling for their intelligence. The sample of successful and unsuccessful students consisted of 50 high school students each, who were ...
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The objective of the present study was comparing attribution styles and self-handicapping of the successful and unsuccessful female high school students in Ahvaz, controlling for their intelligence. The sample of successful and unsuccessful students consisted of 50 high school students each, who were selected randomly by multi-stage sampling method. The instruments used in this study were the Attribution Styles Questionnaire (ASQ) of Seligman and Sing, Self-Handicapping Questionnaire (SHS) of Rhodewalt, Raven Standard Progressive Matrices and the grade point average of the students. Also, MANCOVA test was used for analyzing the data. The result of MANCOVA revealed that there was significant differences between successful and unsuccessful students᾽ attribution styles (and its subscales). Also, negative attribution style of the unsuccessful students was more than that of successful group, but positive attribution style of the successful group was more than that of unsuccessful students. In addition, self-handicapping of the unsuccessful students was more than that of successful students for the total scale of self-handicapping. Finally, the "Claimed" and "Behavioral Self-Handicapping" subscales of the unsuccessful students were more than that of successful group
M. Raghib; A. Siadat; B. Hakiminya; J. Ahmadi
Volume 17, Issue 1 , June 2010, , Pages 141-164
Abstract
The purpose of this research was the validation of King’s Spiritual Intelligence Scale (SISRI-24) among students at university of Isfahan. Statistical population of the study was all students in academic year of 2008-2009, out of which 250 students were selected randomly. The research method was ...
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The purpose of this research was the validation of King’s Spiritual Intelligence Scale (SISRI-24) among students at university of Isfahan. Statistical population of the study was all students in academic year of 2008-2009, out of which 250 students were selected randomly. The research method was descriptive. The Data was analyzed by SPSS-15 & AMOS softwares, and its reliability of Chronbach's alpha was 0.88. Content and face validity of the scale were confirmed by the experts in psychology. For estimating concurrent validity, Gobari's Spiritual Experience Questionnaire was used and the alpha was 0.66. Exploratory factor analysis and first-order confirmatory factor analysis were used to assess construct validity. This study confirmed the three-factor of 24-item structure of SISRI. Findings showed that SISRI-24 is a valid scale for measuring spiritual intelligence. Regarding to its proper validity and reliability, this scale can be used in academic settings.
N Sohrabi; M Shehni Yailagh; J HaghighI; M. Mehrabizadeh Honarmand
Volume 16, Issue 2 , December 2009, , Pages 3-36
Abstract
The present study was performed with the purpose of predicting group membership of talented and ordinary university students from variables, such as intelligence, creativity, personality, emotional intelligence and teaching-self-regulation strategies. In this study 5 variables, intelligence, personality ...
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The present study was performed with the purpose of predicting group membership of talented and ordinary university students from variables, such as intelligence, creativity, personality, emotional intelligence and teaching-self-regulation strategies. In this study 5 variables, intelligence, personality with 5 sub-scales, creativity with 4 sub-scales, emotional intelligence with 15 sub-scales and teaching-self-regulation strategies with 15 sub-scales, were used to predict talented students from ordinary ones. Five questionnaires were used in this study, including Cattle Intelligence Scale, Abedi Creativity Test, Revised NEO Personality Scale, Bar-On EQ Scale, and Motivational Regulation Strategies Questionnaire. The population of this study consisted of talented and non-talented students of Shahid Chamran University, in Ahvaz. The samples were selected randomly, consisting 197 talented female and male university students and 201 ordinary female and male university students. To test the hypotheses and predict group membership, Discriminant Analysis was used. Using the Enter Method, the results showed that the difference between the two groups of talented and ordinary students in 30 sub-scales, from 40 sub-scales, was significant at p<.05, indicating that the variables predicted group membership in talented and ordinary students. Also, with the use of Stepwise Method 8 sub-scales, from 40 sub-scales, remained significant.
Parvin Kadivar
Abstract
This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. ...
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This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. Self-regulated learning in this study stress the importance of integrated components of the motivational as well as cognitive strategies (various cognitive and metacognitive strategies) that student use to control their learning. Analysis of the data shows that intelligence, self-efficacy beliefs and self regulation variables made independent contributions toward prediction of school achievement.
Jamal Haghighi; Naser Behroozi; Hossein Shokrkon; Mahnaz Mebrabizadeb Honarmand
Abstract
The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including ...
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The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including 4500 subjects was chosen randomly via a multistage random technique. Then these subjects took the creativity paper and pencil test. Also, the IQ scores of the subjects, were obtained from school archive Subsequently, the primary sample was divided into three groups of low, intermediate and high levels from the standpoint of intelligence and creativity scores. Therefore, we ended up with nine groups. Then, 1440 subjects were selected from the primary sample as the secondary sample (nine groups). Finally, the 16 PF test was administered to all the nine groups. The results revealed that with regards to the personality characteristics of abstract- concrete, sentimental- emotionally stable, expedient- conscientious, controlledundisciplined, relaxed- tense, traits, there are significant differences among the nine combinational groups of intelligence and creativity.
M. Mehrabizadeh Honarmand; A. Aboighasemi; B. Najarian; H. Shokrkon
Abstract
The purpose of the present study was to investigate the scope of epidemiology of test anxiety and the relations of self-efficacy and locus of control with it as moderated by intelligence in Ahvaz high school students To study the epidemiology of test anxiety, 3109 high school students were selected ...
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The purpose of the present study was to investigate the scope of epidemiology of test anxiety and the relations of self-efficacy and locus of control with it as moderated by intelligence in Ahvaz high school students To study the epidemiology of test anxiety, 3109 high school students were selected from their population by a simple random sampling method. The participants completed the test anxiety inventory. Also for hypothesis testing, 340 high school students were selected by a simple random sampiñig method. The subjects completed the self-efficacy scale, locus of control inventory and intelligence test. The results showed the rate of epidemiology of test anxiety to be 17.4% in study sample. The epidemiology of test anxiety in girl students (22%) was proved to be higher than that of the boy students (12.8%) and in Local Arab students (18.7%) higher than local persian students (16.4%). The results of hypoteses showed that, test anxiety is negatively related to self-efficacy (r=-0.29) and locus of control (r=-0.24) intelligence variable being controlled. Also, the result of multiple regression showed that the multiple correlation coefficients between predictive variables (self-efficacy, locus of control and intelligence) and criterion variable (test anxiety) was statistically sigificant.
