درخت حوزه‌های تخصصی

Aims: The aim of the current research was to Investigat the effectiveness of early educational interventions on the self regulation skills of preschool children.  Method: Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using Attainable sampling. The sample consist of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions performed in experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) used to measure research variables.  Results: Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Conclusion: So early education can have the main role in self regulation among children. Thus, it indicates that effective self-regulation provides a foundation for positive classroom behavior and academic achievement.

Aim: The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety.  Method: This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected by random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks- Morgan, 1999), learning strategies scale (Kember et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Results: Path analysis results showed that Academic self-efficacy had both direct (=−.20), and indirect effects, mediated by Deep and Surface strategies (=−.08). Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Conclusion: According to the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.

The purpose of the present study was to construct and normalization the pre-school students' learning disability test. A researcher-made visual-spatial test consists of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) its content validity is confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test has enough reliability. To determine the validity of construct and composing component of the tests, the main component by rotation in Varimax normalized method was used. In analysis of the factors of questions in spatial perception subtest, seven of which were namable. Conformity factor analysis was also used to determine the validity of factors: the conformity factor analysis confirmed that the structure of questionnaire had an acceptable fitness to the data. independent t-test demonstrated that there is a significant difference between average scores of the students with learning disability and normal. To investigate convergent validity, we used the checklist of learning disability that simultaneously was completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables, the completed checklist by mothers and completed learning disability test by children.

Emotional-behavioral problems are common in preschool-children and might have some destructive effects on them as well as others. Sand tray therapy is an effective technique that encourages children to express their thoughts, feelings, and conflicts through symbolic expression and story. In this technique a person has an opportunity to resolve conflicts, remove obstacles, and gain acceptance of self. The purpose of this research was to determine the effect of sand tray therapy on reducing emotional-behavioural problems among preschool children. A randomized controlled trial method was applied in this research. The statistical population consisted of preschool children who suffered from behavioural-emotional problems in Tehran in 2016. Three centers were randomly selected from preschool centers in Tehran. The scale of Child Behaviour Checklist (CBCL) was completed by parents. 24 children whose scores placed between the boundary range of 65<T69 were identified and they were randomly assigned to experimental and control groups (12 in per group). The experimental group was individually treated using the sand tray, but the control group did not receive any treatment. ANCOVA test was used for data analysis by SPSS 22. The results showed that sand tray therapy could reduce anxiety/depression and social problems (in the area of emotional problems) and aggression (in the area of the behavioral problem) in preschool children significantly. According to the results, it is recommended that child psychologists apply the sand tray therapy for reduction some of emotional-behavioural problems such as anxiety, depression, and social problems in preschool children.

Aims: The current research investigated the relationship of key social-emotional and cognitive factors, termed as executive functions, with academic performance.  Method: In a representative sample (N = 76) aged 7 to 10, the social-emotional development scale, The Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables.  Results: structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills were mediated by cognitive/executive functions positively related to academic performance in children in the final model.  Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Keywords: social-emotional skills, executive functions, academic performance, children