bita hashemi hashjin; Tayebeh Sharifi; shahram mashhadizadeh; reza ahmadi
Abstract
Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The ...
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Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The research sample was determined according to Cochran ,s formula of 374 preschool children. Corona restrictions prevented the questionnaire from being published online and preschool teachers filled out online questionnaire for 410 children. In order to investigate the construct validity, exploratory factor analysis method in the main components and the varimax variables and confirmatory factor analysis for goodness of fit the model were used. Finding: The results confirmed the face and content validity, discriminant validity and construct validity of the researcher-made test. The reliability of the test by calculating the Cronbach's alpha was 0.921 and with split half method was 0.843.Clinical cut off point were 2.86. Considering eigenvalues greater than 1, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis respectively showing 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis shows that load factors in all questions were higher than 0.4 and significant as well (p<0.001). Conclusion: Based on the results of the present study, it can be concluded that the neuropsychological skills teacher form questionnaire has adequate validity and reliability and can be used as a valid tool for the assessment of the neuropsychological skills in preschool children.
Arsalan Karimi BahrAsemani; Maryam Chorami; Tayebeh Sharifi; ahmad ghazanfari
Abstract
Introduction: Working memory has been considered as one of the important topics in the field of neuroscience. The purpose of the present study was to evaluate the effectiveness of working memory intervention program on math performance and self-efficacy of students with math learning disabilities. Method: ...
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Introduction: Working memory has been considered as one of the important topics in the field of neuroscience. The purpose of the present study was to evaluate the effectiveness of working memory intervention program on math performance and self-efficacy of students with math learning disabilities. Method: The experimental research method was pre-test design, post-test with control group and follow-up stage. The statistical population included all male students with disabilities learning mathematics in Kerman, 40 of whom were selected by simple random sampling and randomly assigned to experimental and control groups (20 people). The experimental group received 14 sessions of 45 minutes of working memory intervention. During this period, the control group did not receive any intervention. Pre-test and post-test were performed and after three months of follow-up test. Research instruments included Wechsler IQ scale, mathematical performance test and mathematical self-efficacy questionnaire. The obtained data were analyzed by analysis of covariance. Results: The results showed that the working memory intervention had a significant effect on post-test scores and the effect of this intervention was stable (P <0.05 and F =, eta). Conclusion: Intervention with Working memory approach has improved mathematical performance and self-efficacy in the experimental group and is considered as a useful intervention method
