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Showing 3 results for mojaver
Mrs Naimeh Mostafaei Paydar, Phd Sogand Ghasemzadeh, Phd Aliakbar Arjmandnia, Mrs Shirin Mojaver, Mrs Atefeh Mohammadifeizabadi,
Volume 23, Issue 2 (8-2023)
Abstract
Objective: The purpose of this study was to evaluate the effectiveness of therapeutic storytelling on social anxiety and cognitive emotion regulation in school children with visual impairment. Method: This is a quasi-experimental research with a pre-test and post-test design with a control group. The statistical population includes students of Narjes Blind Educational Complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (15) and experimental group (15). The Labiotz’s scale of social anxiety and Garnefsky and Craig's cognitive emotion regulation were used. The experimental group received ten sessions of story therapy (each session for 90 minutes) and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups. Results: The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive emotion regulation (total) and its components like positive re-attention, focus on planning, positive review and re-evaluation, self-blame, rumination, Scrutinizing, catastrophizing, and blaming others in the experimental group as compared to the control group (P < 0/01). Conclusion: In general, therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in children with visual impairment.
Mrs Elham Pirhaji, Phd Aliakbar Arjmandnia, Phd Sogand Ghasemzadeh, Mrs Shirin Mojaver,
Volume 23, Issue 3 (12-2023)
Abstract
Objective: The present study aimed to determine the effectiveness of self-regulation executive function training on the working memory of anxious students. Method: This research has used a semi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study included anxious students of Shahid Kazemi Elementary School in Tehran City (Iran). Thirty qualified people were selected by purposive sampling method and were randomly divided into two experimental and control groups (each group 15 people). Spence's Anxiety Scale (1997) and Arjamandania's Working Memory Test (2016) were used. The experimental group received ten sessions of self-regulation executive function (each session for 60 minutes), and the control group did not receive any intervention. After completing the course, a post-test was conducted for both groups. Results: The results of covariance analysis showed that the executive function of self-regulation had a significant effect in improving the working memory components such as phonological loop, visual-spatial screen and central executive of anxious students (p≤0.01). Conclusion: The research results showed that the executive function of self-regulation can help the components of working memory such as the phonological loop, the visual-spatial screen, and the central executive of anxious students.
Phd Aliakbar Arjmandnia, Phd Fatemeh مجاور, Mrs Shirin Mojaver, Mrs Shirin Mojaver,
Volume 24, Issue 4 (2-2025)
Abstract
Objective: Two cognitive components such as number comprehension and active memory are known to be effective factors for the development of math skills and the lack of both components can lead to the occurrence of math learning disorders in children. Therefore, the purpose of this research is to analyze number comprehension on According to the active memory profile in students with math learning disorder.
Methods: The method of the current research was a correlational description. The statistical population of the present study was all male students with math learning disorder, first grade, referring to learning disorder centers in the academic year of 2020 – 2021 and 50 of them were selected by available sampling method. Pickering and Godercole (20001) answered the questions of Jordan et al.'s (2008) and working memory test set for children (Hafbek). After data collection, their analysis was done with Spss 20 software and with Pearson's correlation matrix and multiple regression methods.
Results: The findings of the present study showed that among the components of active memory, central executive and visual-spatial plane, there is a positive and significant correlation with one of the components of number understanding, including operations (P<0.01). Also, the results of multiple regression indicated that among the components of working memory, only the visual-spatial plane can predict one of the components of number understanding, including operations (P<0.02).
Conclusion: According to the confirmation of the significant role of working memory in children's understanding of numbers, it is possible to teach skills related to the components of working memory, especially the visual-spatial screen in learning disability centers to improve number understanding.
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