Veisali Bakhshi Khilgavani, Khadijeh Aliabadi, Mohammadreza Nili Ahmadabadi, Samad Borzou'ian, Ali Delavar,
Volume 21, Issue 116 (11-2022)
Abstract
Background: Financial literacy, which means having knowledge, attitudes, and behaviors related to this area, is of double importance for young people, especially students who are moving from dependence to independence, and their financial mistakes will have continuous consequences in their future. Despite the importance of measuring and evaluating financial behaviors, there is a research gap in the field of investigating this issue in the studied society.
Aims: The purpose of this research was to measure the level of financial literacy of student-teachers at the Farhangian University of Gilan and to analyze the relationship between several psychological and demographic variables with it.
Methods: The present research was descriptive and surveys study. The statistical population of the research consists of 613 students of Farhangian University of Gilan province, of which 242 were selected by simple random sampling. Two questionnaires by Moinuddin (2011) and Patrich et al. (2016) were used to collect the data.
Results: The findings showed that the average score of student-teachers in financial knowledge is 4.50 (out of 24), financial attitude is 60.29 (out of 75) and financial behavior is 62.45 (out of 100). Also, the examination of the relationship between psychological and demographic variables with the dimensions of financial literacy showed that, except for a few variables, the status of students' financial literacy is similar in most of the variables, and different groups of students have the same financial literacy.
Conclusion: These findings show that the financial literacy of students is at a very low level in terms of knowledge, but the status of students' financial literacy is good in two dimensions, attitude, and behavior. Different groups also have a similar level of financial literacy.
Maryam Samavati, Saeid Pourroostaei Ardakani, Zahra Jamebozorg, Esmaeil Zaraii Zavaraki, Khadijeh Aliabadi,
Volume 23, Issue 135 (5-2024)
Abstract
Background: The role of mathematics in the present digital world is very important. Due to its nature, mathematics is mostly disliked by students, especially those with learning disorders. Using e-learning in mobile environments and new teaching methods, the complementary sessions needed for students with learning disorders can be enriched. This group of students is most of the time forgotten. This study investigated the impact of adaptive game-based instruction on the mathematical performance of students with mathematics learning disorders.
Aims: The present study was conducted to investigate the impact of adaptive game-based instruction on the mathematical performance of students with learning difficulty in a mobile learning environment.
Methods: The current research design was the quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included the students with a mathematics learning disorder in Malard, Tehran, in the second grade of primary school, in the academic year of 2022-2023 from which 10 samples were available that randomly were divided into two groups: experimental (5 people) and control (5 people). The experimental group attended 8 educational sessions in the Shad mobile environment in June 2023 using Shad facilities including messenger and games which are proposed by the experts of the Ministry of Education. For the pre-test and post-test, the questions from the Kangaroo Mathematics Competition 2021 were used and the data were analyzed using SPSS26 and univariate analysis of variance.
Results: The research findings show that there is a meaningful difference between pre-test and post-test (F= 25.878, p= 0.001). There is also a meaningful difference between the control group and the experimental group in the post-test (F= 6.392, p= 0.039). According to the obtained results, it was concluded that adaptive game-based instruction has a positive impact on the mathematical performance of students with learning disorders in a mobile learning environment.
Conclusion: The results showed that using game-based adaptive learning in a mobile learning environment for students with mathematics learning disorder can help these students improve their mathematical performance at their preferred pace and content with educational support. As Shad environment facilities are available for all students in Iran, schools and learning disorder centers can use game-based adaptive instruction in Shad environment to help the students improve their performance through ongoing learning.
Masomeh Aliabadifarahani, Shahryar Yarmohamadi Vasel, Hossein Mohagheghi, Mohammadreza Zoghi Paydar,
Volume 24, Issue 154 (12-2025)
Abstract
Background: Childhood is a crucial developmental stage in shaping personality, and attention to developmental dimensions contributes to their well-being and the promotion of mental health. Separation anxiety disorder is a prevalent issue among children and adolescents, often categorized as an internalizing problem
Aims: : This research aimed to investigate the effectiveness of cognitive-behavioral play therapy on separation anxiety in 11-12 year old children, considering the moderating role of cognitive flexibility.
Methods: This study employs a quasi-experimental design with a pre-test and post-test control group. The statistical population of this research includes all 11-12-year-old children with separation anxiety who referred to a specialized child and adolescent clinic in the west of the city in the year 1402-1403 . 110individuals were selected through interviews, using DSM-5 diagnostic criteria and questionnaires with mothers in Tehran (Gisha) using a clinical and purposeful sampling method. Among them, 30 individuals with high cognitive flexibility and 30 individuals with low cognitive flexibility were selected and included in the final analysis. Data collection was performed using the Separation Anxiety Questionnaire for Parents (Hagelinlian, Isenep, Winder, and Pincus, 2002) and the Cognitive Flexibility Inventory (Dennis and Vander Wal, 2010).
Results: The results of the univariate analysis of covariance, repeated measures analysis of variance, and Bonferroni post-hoc test indicated that there is a significant difference in the reduction of clinical symptoms of separation anxiety between the high and low cognitive
Conclusion: Cognitive-behavioral play therapy is effective in reducing separation anxiety in children, but its effectiveness depends on the level of cognitive flexibility in the children
