سید داوود حسینی نسب

Mindfulness training optimally has positive effects on cognitive, emotional and behavioral processes. In mindfulness training, experiencing pure reality is taught which means mindfulness training helps one to find the here and now without judgment and to accept whatever is happening in each moment without any comment. The aim of this study was to investigate the effectiveness of mindfulness training on aggression, mind rumination, and self-control in female students with low academic performance. This research adopted an applied and true experimental design with pre-test/post-test and a control group and the data were analyzed quantitatively. The statistical population included all female students of the Junior high schools in Tabriz with low academic performance in the academic year of 2021-22, estimated as 8395 people. First, through multi-stage cluster sampling, district 1 was selected from among the 5 educational districts of Tabriz and then three schools were selected from this district. Afterwards, through simple random sampling, 50 people were selected and randomly assigned to two groups with 25 participants as the experiemental and control groups. The experimental group received the intervention program of mindfulness training for 8 sessions of 2 hours while the control group continued its traditional method. The tools used to collect data included a self-control questionnaire (Tangney, Baumeister, & Boone, 2004), the aggression questionnaire (Buss & Perry, 1992), and the mind rumination questionnaire (Nolen-Hoeksema, & Morrow, 1991). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, multivariate analysis of variance test (MANOVA),

The aim of this study was to compare the effectiveness of metacognition and problem solving training on teaching-learning strategies awareness of gifted high school male students of 10th grade in Ardabil. This research is a quasi-experimental research, with a pre-test/ post-test design. 127 gifted high school male students of Ardabil were participated in the study as the statistical population in 2017-18 academic year. Sixty of these students were selected through simple random sampling. Before starting the training programs, three groups were tested by the Weinstein Teaching-Learning Strategies Questionnaire first developed by Weinstein and Schultz (1987). Metacognitive training program was taught for the first experimental group, and problem solving skills program was taught for the second experimental group; each training program consisted of eight two-hour sessions and the control group did not receive any kind of training. Pre-test and post-test results were analyzed using MANOVA. The results showed that both metacognitive and problem solving training enhance teaching and learning skills and that metacognitive training is more effective in terms of test strategies, attitudes, focus, and time management. Also, similar effects were achieved in terms of information processing and selection of the main idea, anxiety, motivation, self-examination, study guide in the two groups. In conclusion, metacognitive training was proven to be more effective than problem solving training.

The purpose of this study was to determine the effectiveness of meta-cognitive education on teaching-learning strategies of gifted high school students in Ardabil city. This quasi-experimental study was conducted considering two groups: one control group and one experimental group, including a pretest and a posttest design. The sample of the study consisted of 40 students of Ardabil city in 2017. The 40 students were selected from the community using random sampling method and were randomly divided into two groups: one experimental group and one control group (20 people in each). Pre-test and post-test were performed by Weinstein teaching-learning strategies, for both groups. The experimental group was trained by the meta-cognitive training program and the control group did not receive any training. Pre-test and post-test results were analyzed using inferential statistics and Multivariate Analysis of Covariance (MANCOVA). Findings showed that meta-cognitive training enhances teaching and learning qualities, also the effectiveness of meta-cognitive training on most components of teaching-learning strategies including test and information processing strategies, attitude, motivation, time management, self-testing, study guidance and effective focus was crystal clear. Although the status of these components improved in the experimental group, but was meaningless on the anxiety components and the choice of the main idea.