مالک میرهاشمی

Purpose: The purpose of this study was to design and test the structural model of the effects of life experiences, personality traits and thinking styles on the success of teachers with the mediation of job interests. Methodology: In order to achieve this goal, 234 teachers were selected using a cluster sampling method among high school teachers in Bojnourd city as the sample of this study. At first, their success rate was assessed by managers and students through a researcher-made questionnaire. Then Sternberg-Wagner Stress Thinking Styles Questionnaire, Five Factor Questionnaire, Short Form Personality Traits, Job Awareness Questionnaire and Researcher-made Life-Exercise Questionnaire were completed by the teachers. At first, the descriptive characteristics of the data from the research sample were examined. In the next step, based on the path analysis method, the research model was extracted based on the relationships between the variables and finally, the fit of the extracted model with the experimental data was evaluated using the structural equation modeling method. Findings: The results indicated that the personality traits of psychosis, extroversion and direct consistency, and personality trait of conscientiousness indirectly through external job interests, have a significant effect on the prediction of teachers' professional success. Also, Kurds of thinking styles, cognitive thinking, forms of thinking styles, group thinking, levels of thinking styles, holistic thinking, and the domains of thinking styles, external thinking, and the forms of thinking, thinking, and marital styles are also Both indirectly and indirectly through interpersonal and interpersonal interests, and the work of thinking styles, peer-to-peer, indirectly through external job interests, coefficients have a significant effect on the prediction of the professional success of teachers. Conclusion: successful teachers include content knowledge, teaching skills, classroom management, communication skills and motivation, creativity development, interaction power.

This study aimed at determining the effect of forehead cortex electric current stimulation on inhibitory control and working memory in people with attention deficit and hyperactivity disorder (ADHD), using TDCS device. The method used was quasi-experimental research with pretest-posttest control group design. The participants were 24 children with attention deficit and hyperactivity disorder aged 7-11 who referred to Baqiyatallah Hospital in 1397. Children were randomly divided into experimental (n = 12) and control (n = 12) groups. The experimental group was intervened in 10 sessions, 3 times a week, and each session was 20 minutes. Assessments were performed in 3 steps, a day before the intervention, and a day after the intervention ended, and finally at the follow-up phase, two months after the intervention was accomplished. Go/no Go and N-back tests were used to evaluate inhibitory control and working memory, respectively.  A repeated measurement method was applied to analyze the data. Findings revealed that brain electric stimulation program improves working memory and inhibitory control in children with attention deficit hyperactivity disorder. Therefore, brain electric stimulation program can be used to enhance the working memory and inhibitory control of children with attention deficit hyperactivity disorder.

This study aimed to compare the effectiveness of yoga training with emotion regulation training on students' working memory and cognitive flexibility. The research methodology was quasi-experimental designed as pretest and posttest with control and follow-up groups. Entire second-grade female high schoolers in the 2nd District of Tehran, during 2018-19 academic year, constituted study’s statistical population, of whom 54 students were chosen using cluster random sampling method, and randomly assigned into three groups. The pretest of N-back and Denis and Wenderval’s cognitive flexibility (2010) was administered for all three groups; and then the experimental groups received yoga training and emotion regulation intervention and finally posttest was implemented followed by 4-week follow-up test. Data analysis used by analysis of variance with repeated measurements exhibited that, both trainings significantly resulted in an increase in components of Different recognition and recognition time of working memory and cognitive flexibility (p≤/001). Yoga training had more effect on the component of different recognition and psychological flexibility than on emotional regulation training (p≤/001), while the impact of both two interventions had not a significant difference on the component of recognition time.