درخت حوزه‌های تخصصی

Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied  to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.  

In recent years, by population expansion and consequently expansion in service industries, competition has grown in retailing industry more than ever. Retailers can overcome competition in retailing industry by creating attractive, enjoyable, and even more exciting store environment. The purpose of this study is to help marketers, managers and retailers to create an enjoyable and memorable experience for their customers by employing the right multi-sensory environmental stimuli. This study is descriptive in terms of aim, and is applied in terms of path, survey research and of the correlative type.The sample size of this study was 384 customers of chain stores which were selected by simple random sampling method. In analysing the data, inferential statistics topics including structural equation modelling that includes confirmatory factor analysis and path analysis was used.

Purpose: The aim of this research was to determine the effectiveness of multidimensional spiritual education on happiness and responsibility of male Students. Methodology: The present study was semi-experimental with pre-test and post-test design with a control group. The research population was eighth grade Male Students of Imam رضا school of Mashhad city in 2017-18 academic years. Totally 40 students were selected by a purposive sampling method and randomly assigned into two equal groups (each group 20 students). The experimental group received 10 sessions of 80-minute multidimensional spiritual education and the control group didn't receive training. The research tools were Oxford happiness questionnaire and responsibility subscale of California psychological inventory. Data were analyzed by independent t-test and multivariate analysis of covariance methods in SPSS version-21 software. Findings: The findings showed that in the pre-test there was no significant difference between the groups in terms of happiness and responsibility (P>0.05), but in the post-test, there was a significant difference between them (P<0.05). Then, multidimensional spiritual education led to increasing happiness (F=11.79, P<0.001) and responsibility (F=5.36, P<0.025) in male Students. Conclusion: The results indicate the effectiveness of multidimensional spiritual education on happiness and responsibility. Therefore, it is recommended that counselors and therapists use a multidimensional spiritual education method along with other educational methods to improve psychological characteristics, especially promotion happiness and responsibility.

Thermal comfort is one of the key factors for achieving energy saving in the buildings. In the survey of thermal comfort, psychological aspects are as important as the physical parameters such as temperature and relative humidity. If thermal comfort could be achieved by using non–physical parameters, a significant energy and cost would be saved. The aim of this study is to investigate the effect of changing the color of inward daylight (into cool/warm), on sensation of thermal and visual comfort. This study was conducted to answer these questions: to what extent can the lights, which are traditionally called cool and warm, cause the real sensation of cold and heat? What is their influence on thermal and visual comfort? And what is the effect of changing the color of transmitted light on the occupant’s sensation of illumination? Research method is descriptive–analytical; in this study, thermal and visual effects of changing the color of inward light from the windows is surveyed, by using questionnaires, in three naturally ventilated high–schools; and the results were compared with the outputs of PMV simulation analysis. The results show that changing the inward light to a cool color (blue) and a warm color (red) resulted in a difference of 0.33°C in the sensation of thermal comfort. Moreover, the AMV in all cases had a neutral temperature below the PMV’s neutral temperature which was simulated by the software. In lower illuminance levels (lower than 300 lux) blue light aroused more visual satisfaction; but in higher illuminance levels (more than 300 lux), simple windows produced the best visual satisfaction. Red light produced the least visual satisfaction amongst these three. While, blue and red glazing generated better distribution of light in the room, than the witness group.