Mari Yahyawi Allah Kai, Abolghasem Khoshkonesh, Ali Asghar Asgharnezhad Farid,
Volume 21, Issue 120 (12-2022)
Abstract
Background: Research shows that emotional dyslexia and the components of difficulty in identifying emotions have a positive relationship with the symptoms of social anxiety disorder and maintain the cognitive factors of social anxiety disorder and cause them to avoid others.
Aims: This research aims to determine the effectiveness of mindfulness training on alexia in women with high alexia and on social anxiety in women with social anxiety based on their brain-behavioral systems and to determine the difference in effectiveness in two groups. It was planned and executed from these women.
Methods: The method of this research was semi-experimental with non-random sampling and available with a two-group design (experimental group and control group) with pre-test-post-test and follow-up. The statistical population included 16 available women with high emotional dyslexia and 16 women with social anxiety due to their availability in 2018, each of whom was selected into two experimental and control groups.
Results: The results of the mixed analysis of variance showed significant changes of the two groups for the within-group factor, and the group and interaction effects of time and group were also significant. The results of multivariate analysis of variance to compare the group effect on the linear combination of the effectiveness of mindfulness training techniques on alexia in women with high alexia and on social anxiety, women with social anxiety based on their brain-behavioral systems in the short-term and long-term show showed that the effect of the group factor on the linear combination of the effectiveness of mindfulness techniques training... in the post-test and follow-up was statistically significant.
Conclusion: The results showed that variables such as emotional ataxia and social anxiety changed under the influence of mindfulness training based on brain-behavioral systems, and there was a fundamental difference in the two training groups, which had previously been compared between these two disorders simultaneously. had not taken place.
Golozar Mandolakani Gadook Kenedi, Abolghasem Khoshkonesh, Tayebeh Sharifi,
Volume 23, Issue 135 (5-2024)
Abstract
Background: The examination of the existing literature reveals a notable gap in research pertaining to the structural equation modeling approach to investigate the impact of academic self-efficacy on self-regulated learning among adolescents during quarantine periods.
Aims: The purpose of this research is to design a Structural equation model of the effect of Academic Self-efficacy on the Self- strategic learning of Adolescents During Guarantine Period.
Methods: The quantitative descriptive research method is a survey type. In this research, the statistical sample was considered using the random cluster sampling method, and 300 teenagers (girls) in the first half of high school, ninth grade in Tehran were selected as the final sample. 284 analyzable and free questionnaires have reached the stage of statistical analysis, as well as academic self-efficacy questionnaires by McIlroy and Bunting (2001), self-directed learning questionnaire by Fisher, King and Tago (2001) for data collection were used. To analyze the data, Pearson's correlation coefficient test and structural equations were used using SPSS and AMOS software.
Results: Finally, based on the findings of the research, it was observed that academic self-efficacy has a significant positive effect on the self-directed learning of adolescents during quarantine with the value (Sig=0.0001, t=12.346) and the coefficient of influence (β=0.793), as well as the relationship model Appropriate research is necessary.
Conclusion: Therefore, it is suggested; With the active participation of students in learning, facing challenging experiences in learning, quick compensation for mistakes, more motivation to learn, the use of different strategies in learning by teachers can increase self-directed learning in students.
