Showing 29 results for Thinking
Abolfazl Zarei, Nima Ghorbani, Mohammadali Besharat, Hamidreza Gharibi,
Volume 16, Issue 63 (12-2017)
Abstract
Constructive thinking defined as an ability to problem solving of daily problems with lowest stress. Researchers have also emphasized the relationship between self-control and aggressive impulse resistance, health behaviors, high life satisfaction and low stress. In addition, one of the most important factors in life satisfaction is perceived low stress. The present research question is whether self-control and constructive thinking play a mediating role in the relationship between perceived stress and satisfaction with life. Therefore, the purpose of this study was to investigate the role of mediator of self-control and constructive thinking in relation to perceived stress with satisfaction-of-life among Shazand Petrochemical workers. Correlation research design applied in this study, and the data analyzed using Pearson correlation and hierarchical regression coefficients. The statistical population consisted of all 4000 Shazand Petrochemical workers, 250 of which were self-control scale (SCS) (Tangeny, Baymister and Bowen, 2004), constructive thinking (CTI) (Epstein and Mayer, 1989), Perceived Stress (PSS) (Cohen, Kamarck and Marpalstein, 1983), and Satisfaction with life (SWLS) (Diner, Emmons, Larsen and Griffin, 1985). The findings suggest that the role of mediator of self-control and adaptive styles of thinking in the relationship between perceived stress and life satisfaction is significant (p<0.01). Hierarchical regression analysis showed that constructive thinking had more incremental variance than self-control (p<0.01). These findings suggest that working in an industrial stressful environment would lead to a high life satisfaction that has a high self-control ability and adaptable styles for thinking.
Saide Khojaste,
Volume 17, Issue 67 (10-2018)
Abstract
Background: Studies have shown that therapeutic games play a role in improving the symptoms of hyperactivity and attention deficit attention disorder. The research issue is whether it can help to reduce the symptoms by performing mental games. Aims: The purpose of this study was to investigate the effect of intellectual games on reduced symptoms of hyperactivity and attention deficit in primary school students in Kerman. Method: The present study is a semi-experimental interventional research and pre-test post-test design with control group. The statistical population consisted of all primary school children who referred to the counseling center and their number was155. The sample size was compared to two groups; each group was considered as 15. Sampling was done as available. Conner's Grading Scale (1969) was used to diagnose hyperactivity disorder and attention deficit. For data analysis, mean, standard deviation and covariance analysis were used. Results: The findings illustrated showed that there was a significant difference between experimental and control groups. Conclusions: This means that the group that participated in the therapeutic game had fewer symptoms of hyperactivity and attention deficit attention disorder.
Mohsen Shokoohi-Yekta, Rouhollah Shahabi,
Volume 17, Issue 68 (11-2018)
Abstract
Background: The repeated incidence of behavioral problems in children may negatively affect their development or facilitate antisocial behaviors and crime in the long term, but problem is, whether these behaviors may influenced by controlling children’s environmental conditions. Aims: This study examined the effects of teaching the Raising a Thinking Child (RTC) program to parents on parenting self-efficacy and children's behaviors. These programs are based on the interpersonal problem-solving approach. Method: The research method was single group quasi-experimental with pre and post design. To this end, samples of 64 parents (34 mothers and 21 fathers) of pre-school and elementary-school children were selected through convenience sampling. A workshop was held once a week for 9 two-hour sessions. Data collection instruments were Eyberg’s (1978) Child Behavior Inventory (ECBI) and Dumka's Parenting Self-Agency Measure (PSAM). Results: the findings confirmed the effects of the RTC program on behavior problems (0.01< p), however, this program did not significantly affect parenting self-efficacy. Conclusions: It can be concluded that, parents who can find effective problem-solving methods, evaluate a variety of interpersonal options, and reflect these options in their behaviors, raise children with better problem-solving skills.
Akbar Saeidi Graghani, Gholamreza Sanagoei Moharar, Mahmoud Shirazi,
Volume 17, Issue 72 (3-2019)
Abstract
Background: Despite years of war, veterans still face many physical and psychological problems that can seriously affect the quality of life of veterans. In the meantime, what is the role of spiritual intelligence and the severity of important variables in the lives of veterans. Aims: The purpose of this study was to investigate the relationship between spiritual intelligence and hardiness on the level of pain perception with the mediating role of death Anxiety and Positive Thinking. Method: The method of this study was correlation with structural equation method. From the statistical population of Kerman province, 280 people were randomly selected and evaluated using the available list. The instruments of the research were Spiritual Intelligence Questionnaire (2008), kobasa (1992), Connor and Davidson (1998), McGill's Pain Perception (2004), Templar’s Death Anxiety Inventory (1998), and Sheer & Carver's Optimism (1985). For data analysis, the path analysis was used in the spss-19 and AMOS software. Results: The results of path analysis showed that after modification of the initial model, the final model had a good fit. In the final model, the ratio of chi-square to relative degrees of freedom or relative chi-square (2.24), goodness of fit index adjusted for 0.92, normalized fit index equal to 0.91 and root mean square error error equal to 05 It was 0. Bootstrap also showed that the mediating role of death anxiety and optimism was significant in the relationship between spiritual intelligence and hardiness with pain perception. Conclusions: spiritual intelligence and hardiness play an important role in decreasing pain perception among veterans by improving optimism and reducing death anxiety
Abdilhamid Elhamifar, Vali Mehdinezhad, Ali Farnam,
Volume 18, Issue 78 (9-2019)
Abstract
Background: Critical education focuses on rationality, criticism, and change as valuable educational goals. This view seeks to discover the true social conditions of education that is why it needs a critique of thought. Aims: The question is whether reinforcement and training of critical thinking also affect the internalization and externalization of the chosen goals?. Method: The statistical population of the study consisted of all secondary school students in Zahedan. The sample consisted of 30 subjects who were selected by random cluster sampling method and randomly divided into two experimental (n= 15) and control (n= 15) groups. Data collection tool was the motivational strategies questionnaire of Penrice et al (1991). The subjects in both groups were pre-tested and then the experimental group received 12 sessions of critical thinking training while the control group did not receive any intervention. Data were analyzed by ANCOVA. Results: The results showed that there was a significant difference between the mean scores of internal and external orientation in the experimental and control groups in the post-test (P<0/01). Conclusions: The effect of critical thinking instruction on the internal and external orientation of the students in the follow-up phase continued. Therefore, critical thinking training was effective on students' internal and external orientation. Teaching students to make effective use of their abilities improves their performance and enables them to make rational decisions and think.
Sara Saleki, Biuok Tajeri, Hasan Ahadi,
Volume 18, Issue 81 (12-2019)
Abstract
Background: Research has shown the effectiveness of games on various variables such as social abilities, communication, and reducing isolation in children with learning disabilities. But the effectiveness of Lego's skill-thinking game on parent-child interaction tension remains neglected. Aims: Therefore, the present study aimed to investigate the effect of Hand-Thinking Playing LEGO on stress parent-child interaction in children with learning disabilities. Method: The research method was quasi-experimental with pretest-posttest design with control group. the statistical society included all 3rd grade elementary school children with a learning disorder in reading and writing in Tehran. 50 children were selected through available sampling. then, 30 children with high levels of stress parent-child interaction were selected randomly and replaced in two groups of 15 people (one experimental group and one control group). each of the children in the experimental group received 12 sessions of Hand-Thinking Playing LEGO (Story Starter) by Lego Educational Group (2014) with a phonological awareness, once a week for 60 minutes. The research instrument consisted of, Parental Stress Index (PSI) by Abidin (1990). Results: Data were analyzed by ANCOVA analysis. Findings showed that lego skill-intellectual play had a significant effect with 95% confidence Interval on the level of stress parent-child interaction in terms of parents (P<0/05, F= 39/65). Conclusions: The results of this study showed that using Lego game can improving the problem solving and social relationships lead to Reduce child problems and increased sense of parental competence. Therefore Hand-Thinking Playing Lego as a new learning system, improved the parental stress of children with learning disabilities.
Sara Saleki, Biuok Tajeri, Hasan Ahadi,
Volume 18, Issue 83 (11-2019)
Abstract
Background: Research has shown the effectiveness of different types of skill and thinking games individually on improving reading skills in children with reading disorders, but is the combination of skill and thinking games effective in learning children with reading disorders? Aims: Therefore, the present study aimed to investigate the effect of LEGO skill-mental game on the amount of learning in children with reading disabilities. Method: The research method was quasi-experimental with pretest-posttest design with control group. The statistical society included all 3rd grade elementary school children with a learning disorder in reading and writing in Tehran. 50 children were selected through available sampling. Then, 30 children with high levels of learning disabilities were selected randomly and replaced in two groups of 15 people (one experimental group and one control group).Each of the children in the experimental group received 12 sessions of Lego's intellectual-linguistic training with a phonological awareness group, once a week for 60 minutes. The research instrument consisted of Reading and Dyslexic Test. Data were analyzed by MANOVA analysis in SPSS software. Results: The results showed that the learning level of children with reading disorder in the experimental group (Lego skill-intellectual game) increased compared to the control group in the post-test phase. Conclusions: The results of this study showed the use of the Lego game can improving the analysis and problem solving power and social relationships as a new learning system improved the learning of children with learning disabilities.
Hossein Zolfaghari,
Volume 18, Issue 84 (12-2019)
Abstract
Background: 'Critical thinking' is a process used to interpret and evaluate information and experiences. But the key question is, does the impact of teaching metacognitive strategies on promoting critical thinking in distance education students? Aims: The purpose of this study was to investigate the effect of teaching metacognitive strategies on promoting "critical thinking" of distance education students. Method: The research was semi-experimental with pretest and posttest design with control group. The population consisted of all distance education students of Payam-e-Noor University of Hamadan in the school year of 1997-98. Tools include the California Critical Thinking Questionnaire (Fasion & Fasion, 1990) and meta-cognitive strategies training sessions (Nadi, Battalion & Gulpur, 2011). The results were analyzed by covariance analysis. Results: Teaching metacognitive strategies was effective on students' critical thinking (P<0/01). Conclusions: Meta-cognitive strategies training can be used to increase students' critical thinking.
Mahboobeh Moosivand,
Volume 19, Issue 85 (3-2020)
Abstract
Background: Critical thinking is a process that affects couples intimacy. But the question is: does critical thinking affect the psychological capital and intimacy of married men and women? Aims: The purpose of this study was to evaluate the effectiveness of critical thinking training on increasing psychological capital and intimacy of married men and women in Tehran. Method: The design of this study was quasi-experimental with pretest-posttest with control group. The statistical population of this study consisted of all couples who referred to counseling centers in Tehran 2 in order to resolve their marital problems. The sample consisted of 90 couples referring to counseling center who were selected by convenience sampling and were randomly assigned into two experimental and control groups. The research was conducted with the help of Lutz et al. Questionnaire of psychological capital and parent's marital intimacy. Tools include McGee's Psychological Capital (2011), Parenting Marital Intimacy Questionnaire (2006), and Critical Thinking Educational Protocol: Fisher's Critical Thinking Educational Content (2005) and Myers (1986). Data were analyzed using multivariate analysis of covariance (MANCOVA). Results: Critical thinking training had an effect on psychological capital and marital intimacy of couples (p≥0/001).
Conclusions: Critical thinking training can increase psychological capital and marital intimacy of couples and therapists' families can use this educational method to improve the marital relationship of Iranian couples.
Mohsen Shokoohi-Yekta, Sogand Ghasemzadeh,
Volume 19, Issue 88 (6-2020)
Abstract
Background: Teaching problem-solving skills and parental self-efficacy enable the parents to deal effectively and logically with problematic behaviors of a child in different situations. However this is, can your child's law-abiding and thoughtful educational program make it possible for you? Aims: The purpose of this study was to investigate the effectiveness of teaching Thinking Child Program on problem solving and parenting self-efficacy. Method: The research was quasi-experimental with pretest and posttest design without control group. The sample of this study was parents of children aged 4 to 7 years old of non profit schools in Tehran in 97-98 academic year, who were selected by available sampling method for participating in the “Thinking Child Program” workshops. The research tools were Hepner-Petersen Problem-Solving Questionnaire(1982) and Parental Self-Efficacy Questionnaire(1996). The intervention program was organized as a workshop in 9 sessions, one session of two hours per week. Results: The findings of the present study showed that after the implementation of the “Thinking Child Program”, the mean scores of problem-solving (in problem-solving components, problem-solving confidence, approach-avoidance style, and personal control) in mothers indicated an increase in their post-test scores (P=0/0001). In addition, the mean scores of parenting self-efficacy in pre-test and post-test of mothers indicate a significant increase in post-test scores (P= 0/01). Conclusions: The results of this study indicate that teaching “Thinking Child Program” could change problem solving and self-efficacy of mothers at a significant level after the program intervention. Based on the increase in scores, it can be concluded that mothers' training had a positive effect on choosing appropriate behaviors and solutions
Turan Khorsandpour, Simindokht Rezakhani, Hassanpasha Sharifi,
Volume 20, Issue 101 (8-2021)
Abstract
Background: "Critical thinking" is a process used to interpret and evaluate information and experiences. But the main question is, can critical thinking mediate between irrational beliefs and personality traits and self-esteem? Aims: To provide a model for predicting irrational beliefs based on personality traits and self-esteem in students with the role of mediating critical thinking. Method: The present study was a descriptive study of correlation and structural equations and the Statistical population of 20984 thousand male and female students of Islamic Azad University, Science and Research Branch of Tehran in the first semester of the 1397-98 academic year. The sample size was estimated to be 375 people who were randomly selected from multi-stage classes to the questionnaires of irrational beliefs Khorsandpour, Rezakhani and Sharifi (1399), personality traits of Neo McCurry and Costa (2004), self-esteem Rosenberg (1965) and Ritex (2003). They replied. The results were analyzed by correlation coefficients and path analysis using SPSS and AMOS software. Results: The results showed that among personality traits, neuroticism in a positive way and openness to experience and conscientiousness in a negative way can predict irrational beliefs. Self-esteem and critical thinking also negatively predict irrational beliefs. Findings suggest that critical thinking can negatively correlate the relationship between openness to experience and conscientiousness with irrational beliefs; and positively mediate the relationship between neuroticism and irrational beliefs. Critical thinking can also negatively mediate the relationship between self-esteem and irrational beliefs. Overall, the results showed that personality traits, self-esteem and critical thinking can explain 36% of the variance of irrational beliefs (P< 0/05). Conclusions: Critical thinking can play a mediating role between irrational beliefs with personality traits and self-esteem in students. Among the achievements of this study can be encouraging therapists to create solutions to change the cognition, thoughts, actions, emotions and personality dimensions of students as a young and educated segment of society.
Masoumeh Shojaei, Firozeh Zangeneh Motlagh, Ali Reza Zolfaghari,
Volume 20, Issue 104 (11-2021)
Abstract
Background: According to the performed research, different variables effects on the middle-aged women happiness but health status, financial distress, social support, self-esteem and positive thinking role have ignored as the perfect modeling.
Aims: This research has performed for studying type of happiness, health status, financial distress, social support, self-esteem and positive thinking role in middle-aged women whom live in Arak.
Methods: This research has been as the descriptive, correlation and structural equations. Statistical society included women whom are 36-55 years old and live in Arak in 2019. 408 persons were selected for performing research. All of them filed in the public health questionnaires (Goldberg and Hiller, 1979), financial distress (Provitz et al., 2006) social support (Zimet et al., 1988) self-esteem (Rosenberg, 1963) positive thinking (Ingram and Wisnicki, 1988) and Oxford happiness (Hills and Argil, 2002). Pearson correlation methods and structural equations modeling were used for data analysis.
Results: The results indicated that health variable (0.12, 0.15 and 0.18) financial distress (-0.18, -0.36 and -0.22) and social support (0.46, 0.55 and 0.43) has significant effects on self-esteem, positive thinking and happiness. In addition, that self-esteem and positive thinking variables has direct and significant effects on happiness. The results indicated that three variables, health variable (0.13) financial distress (-0.10) social support (0.12) has indirect and significant effect on self-esteem, positive thought and happiness on middle-aged women.
Conclusion: Thhis modeling is used for improving middle-aged women happiness and the principles of happiness, different types of social support, health status, financial distress, self-esteem and positive thinking and effective antecedents can be addressed in educational, social and communication media. A systematic review of previous research reveals that many factors explain self-injury behaviors in individuals. The measurement of self-injury and its relevant statements is of great importance; however, this aspect is disregarded in Persian research.
Ebrahim Chellemal Dezfooli Nejad, Farzan Momeni, Mir Mohsen Pedram, Alireza Moradi,
Volume 20, Issue 106 (12-2021)
Abstract
Background: Due to the growing trend of social networks and the expansion of their impact, studies have been conducted on the impact of these networks on attitudes, behaviors and lifestyles, etc. However, no study has been done on the effect of cognitive indicators on attitude change in social networks.
Aims: The purpose of this study is to present a conceptual model to examine the effect of three factors: (1) cognitive flexibility, (2) emotional self-regulation, and (3) actively open-minded thinking on changing people's attitudes in social networks.
Methods: The method of the present study is descriptive.Data collection was done via survey method. The statistical population includes all users of social networks. The statistical sample included 384 men and women who were selected by convenience sampling. To examine the effect of cognitive flexibility, emotional self-regulation, and actively open minded thinking on attitude change, following three scales were used respectively, Martin and Rubin Cognitive Flexibility Scale (Martin and Rubin, 1995), Emotional Self-Regulation Questionnaire (Hoffman, & Kashdan, 2010), Actively Open-Minded Thinking Questionnaire (Stanovich &West 2007). The attitudes of individuals was examined by researcher-made questionnaires whose content validity was confirmed by experts and their reliability was confirmed by statistical methods. After confirming the normality of the data, structural equation modeling with lisrel software was used.
Results: Testing the hypotheses performed by structural equations showed that mentioned indicators have an acceptable t value at a significant level (p <0.05). Therefore, they are effective in changing people's attitudes. Emotional self-regulation was also shown to have the greatest effect (0.9) on changing attitudes toward domestic violence.
Conclusion: This means that the cognitive abilities of social network users have a direct impact on changing their attitudes.
Reza Chalmeh, Mahbubeh Fouladchang, Bahram Jowkar, Masoud Fazilat-Pour,
Volume 20, Issue 107 (11-2021)
Abstract
Background: Critical thinking has been one of the most important concepts in recent years; But the identification of predictor variables in the form of a structural model and in the educational environment has not been studied.
Aims: The purpose of this study was to investigate the role of mindfulness as a mediator in the relationship between autonomy supportive environment and critical thinking.
Methods: The research method is correlation and modeling of structural equations. The population of this study included all high school students in Shiraz city in the academic year 2019-2020. 525 students (301 girls and 224 boys) were selected by multi-stage cluster random sampling. Participants answered three questionnaires: autonomy supportive environmental scale (Assor and et al, 2002, Assor, 2012), Freiburg mindfulness questionnair (short form, Walach and et al, 2006), and California critical thinking test (Facione, 2013). Data were analyzed using structural equation modeling and AMOS software and fitness indicators.
Results: The results showed that the proposed model has a good fit with data. Direct path coefficients indicated that the autonomy supportive environment was a significant predictor of mindfulness (P <0.001, β = 0.18) and critical thinking (P <0.001, β = 0.18). Mindfulness was also a significant predictor of critical thinking (P <0.001, β = 0.28). In addition, the results indicated that mindfulness was able to play a mediating role in the relationship between autonomy supportive environment and critical thinking.
Conclusion: Environmental characteristics such as autonomy supportive environmental along with interpersonal factors such as mindfulness play an important role in students' critical thinking and it is necessary to pay attention to them in educational planning.
Mahboobeh Moosivand,
Volume 21, Issue 109 (3-2022)
Abstract
Background: Academic conscience and problem solving ability are among the factors that have recently been considered in various educational, social and occupational fields. Highly conscientious students typically complete homework more seriously, and this feature can provide the basis for thinking, asking questions, communicating, and gathering information about an issue. Thus, developing a structural model of academic conscience, problem solving, and communication skills became a problem to clarify the role of each of these variables in relation to critical thinking.
Aims: The purpose of this project was to evaluate the model of explaining critical thinking skills based on academic conscience and problem solving through the mediation of students' communication skills.
Method: The present study was Basic according to the purpose and correlational in terms of descriptive method. The statistical population in this study included all students of the University of Tehran in the academic year 1399-1400. The sample consisted of 400 students of literature and humanities, faculty of physical education and sport sciences, faculty of engineering sciences and faculty of mathematics, statistics and computer science in Tehran who were selected by cluster sampling method. Statistically selected. Data were collected from McIlroy and Banting (2002) Academic Conscience Questionnaire, Cassidy & Lang (1996) Problem Solving Styles Questionnaire, Queen Dam (2004) and the California Fasion and Fasion (1990) Critical Thinking Skills Questionnaire., Was used. Data were analyzed using SPSS 26 and AMOS 25 software. The collected data are analyzed using the structural equation modeling technique.
Results: Evaluation of the hypothetical model of the study using fitness indicators showed that the hypothetical model fits the measurement model (CFI = 0.92, NFI = 0.90 and RMSEA = 0.06). The results of statistical analysis showed that problem solving and academic conscience have a positive and direct effect on communication skills with standard coefficients of 0.36 and 0.41, respectively. Problem solving and academic conscience mediated by communication skills have a significant effect on critical thinking with standard coefficients of 0.42 and 0.369 at the level of P <0.05, respectively. Communication skills also had a positive and significant effect on critical thinking with a standard coefficient of 0.32 at the level of P>0.05.
Conclusion: Based on the results of this study, it can be concluded that the ability to solve problems and have conscience and conscientiousness along with the ability to communicate with others provide the ground for appropriate questions and students can collect relevant information by reasoning and interaction.
Rozita Deravipor, Alireza Assareh, Sadefg Nasri, Mohammad Armand,
Volume 22, Issue 130 (12-2023)
Abstract
Background: Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.
Aims: This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.
Methods: Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.
Results: The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.
Conclusion: According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender
Shahrzad Azimi, Hayede Saberi, Fariborz Bagheri,
Volume 22, Issue 131 (12-2023)
Abstract
Background: Autism disorder, in addition to taking the child out of its natural development path, also affects the family system, especially the parents. Clinically, it has been found that this group of parents often maintain beliefs that may affect parent-child interactions and even children's prognosis, so one of the variables of interest in parents of children with autism is having savoring beliefs. There is a research gap regarding the effectiveness of the integrated package of mentalization and positivity on savoring beliefs in parents of children with autism.
Aims: The present study was conducted with the aim of investigating the efficacy of training based on mentalization and positive thinking on the savoring beliefs of parents with children with autism. Methods: The design of the current research was semi-experimental, of pre-test-post-test type with a control group and a three-month follow-up. The statistical population of the research included all parents with children with autism in the autism association and autism schools in Tehran, Karaj, Shahriar and Hashtgerd cities in 2022. Using the available sampling method, the statistical sample of the research included 32 parents of children with autism and they were randomly divided into two groups of 16 people, experimental and control. To collect information, the Savoring Belief Inventory (SBI) (Bryant, 2003) was used, and the educational package based on mentalization and positive thinking (made by the researcher) was held for the experimental group in 12 sessions of 120 minutes. Data analysis was also done with the method of analysis of variance with repeated measurements using SPSS-25 software.
Results: The results of the present study showed that training based on mentalization and positive thinking has increased the average total score and components of savoring beliefs of parents with children with autism in the post-test and follow-up stages compared to the pre-test stage (P<0.001). Also, the process of changes caused by the aforementioned training on the total score and the components of savoring beliefs (experimental group) remained unchanged after three months of completing the training course (P<0.001).
Conclusion: According to the findings, it seems that mentalization and positive thinking trainings in the current research, with the growth of the capacity to reflect on mental states, provide the necessary platform for the development of savoring beliefs and its components, in other words, enjoying the awareness of positive experiences and strengthening the feelings arising from It provides positive experiences.
Iraj Boveiri, Marzieh Talebzadeh Shoushtari, Zahra Dashtbozorgi,
Volume 23, Issue 137 (7-2024)
Abstract
Background: The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked.
Aims: The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation.
Methods: In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970).
Results: The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the self-directed learning.
Conclusion: Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning.
Nadia Naghavi, Najmeh Hajipour Abaee, Hamdollah Manzari Tavakoli, Anahita Bahreinizadeh,
Volume 23, Issue 139 (9-2024)
Abstract
Background: The mediating role of critical thinking in interacting with help-seeking can deepen our understanding of how to increase students' independence and adequacy in the learning process. However, few investigations have been conducted into these complex dimensions and interactions, a research gap that reinforces the necessity and value of future studies to improve current educational systems.
Aims: The current research was conducted with the objective of explaining the self-directed learning model based on help-seeking, considering the mediating role of critical thinking among students of the second elementary stage in Kerman province.
Methods: The current research is descriptive, correlational, and employs structural equation modeling. The statistical population included all students of the second elementary stage in Kerman province during the academic year 2022-2023, totaling 170,066 students. Out of this population, 310 individuals were selected as samples through a multi-stage random cluster sampling method, from 4 counties (Ravar, Baft, Bam, and Rafsanjan).
Results: The results indicated that there is a significant relationship between critical thinking and self-directed learning (P< 0.01). Additionally, the results showed that the direct paths in this research were significant, and the indirect pathways of self-directed learning based on help-seeking through the mediating role of students’ critical thinking were also significant. Based on the findings, the final model had a satisfactory fit (P< 0.01).
Conclusion: The findings of this research can concretely impact the design and implementation of curricular programs and educational interventions, particularly in promoting intellectual independence and effective learning in students. With a better understanding of the role of critical thinking as a mediating factor in the self-directed learning process, teachers and curriculum designers can employ related approaches and techniques in the classroom to guide students towards effective help-seeking and the use of critical thinking for evaluating and solving problems.
Sepideh Shahmoradi, Mohammad Reza Zoghi Paydar, Mehran Farhadi, Shahryar Yar Mohammadivasel,
Volume 23, Issue 144 (12-2024)
Abstract
Background: One of the most influential factors in creativity is brain waves. Among brain waves, alpha and theta waves are considered the most effective in fostering creativity in individuals. Alpha wave activity represents the dominant oscillatory activity of the human brain and is associated with fundamental and complex cognitive functions such as divergent thinking. Previous research has often conceptualized creativity as a cohesive concept that can be assessed using questionnaires, which may not seem sufficient for the underlying mechanism.
Aims: The aim of the present study was to investigate the differences in the patterns of alpha and theta brain waves in the posterior regions of the right hemisphere during divergent and convergent thinking.
Methods: The current study employed a semi-experimental pre-test-post-test design with a two-month follow-up period. The research population consisted of all graduate students aged 20 to 46 years in psychology and cognitive sciences at Payam Noor University and the Cognitive Sciences Research Institute in 2023. The sample included 32 participants (16 men and 16 women) selected using purposive sampling and randomly assigned to experimental conditions (divergent and convergent). The research instruments included the Chapman Superiority Scale (Chapman, 1987), a 64-channel Ant EEG system, tasks for divergent thinking (snake counting, alternate uses), and tasks for convergent thinking (number counting, Tower of London).
Results: The repeated measures analysis of variance showed significant differences between the two study conditions (divergent and convergent) in the posterior region. The difference between divergent and convergent conditions was statistically significant in favor of divergent thinking for both alpha (P< 0.05) and theta (P< 0.01) bands.
Conclusion: The findings of the present study can provide a basis for further investigations into brainwave neurofeedback and other quantitative electroencephalogram (QEEG) components, such as absolute power, coherence in other frequency bands, in relation to divergent and convergent thinking differences.
