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Explanation of Academic Achievement Based on Personality Characteristics Psycho-Social Climate of the Classroom and Students’ Academic Engagement in Mathematics

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Open Journal of Applied Sciences 2014年第5期4卷 225-233页

作者： Khadijeh Abolmaali Masoumeh Rashedi bita ajilchi Department of Psychology Faculty of Human Science Science and Research Branch University Islamic Azad University (IAU) Tehran Iran Department of Psychology Roudehen Branch Islamic Azad University Roudehen Iran Department of Psychology Saveh Branch Islamic Azad University Saveh Iran

This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and girls in Damghan city in Iran. Participants were randomly selected using a multi-stage cluster method (513 boys and girls) and they simultaneously completed three questionnaires: academic engagement, the psycho-social climate of the classroom and personality characteristics. Path analysis was used to analyze data. The results showed that the direct effects of personality characteristics and psycho-social climate of the classroom on academic achievement were not significant. The direct effects of openness, conscientiousness and psycho-social climate of classroom on academic engagement were significant. The indirect effects (with mediation of academic engagement) and overall effects of openness, conscientiousness and psycho-social climate of classroom on academic achievement were significant, also the effect of academic engagement on academic achievement was significant.

关键词： Academic Achievement Personality Characteristics Psychosocial Climate of Classroom (PSCC) Student’s Mathematical Academic Engagement

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The Effectiveness of Cognitive Rehabilitation on Improving the Selective Attention in Patients with Mild Cognitive Impairment

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Journal of Behavioral and Brain Science 2013年第6期3卷 474-478页

作者： Arezoo Shomali Oskoei Vahid Nejati bita ajilchi Department of Psychology Faculty of Human Science Islamic Azad University of Rudehen (RIAU) Tehran Iran Department of Psychology Faculty of Human Science Science and Research Branch University Islamic Azad University (IAU) Tehran Iran Department of Psychology Faculty of Human Science Shahid Beheshti University Tehran Iran

Purpose: The aim of the present study is to evaluate the effectiveness of cognitive rehabilitation on improving selective attention in patients with mild cognitive impairment. Methods: It was a quasi-experimental study with pre-test and post-test. The population in this study was all individuals referred to a neurology clinic in Tehran in 2012. The group was comprised of 40 patients with mild cognitive impairment who were evaluated with early detection and assessment by a medical psychologist (MMSE score lower than 25 and Wechsler memory test) and were selected by available sampling. They were also older than 55 years and had a minimum education at degree level, together with a lack of neurological and psychiatric comorbidities and impaired sensory and motor retardation, according to their nursing history and medical records. They were randomly divided into experimental and control groups (20 patients in each group). The experimental group was given 12 sessions (two hours each section) of cognitive rehabilitation with Neurocognitive Joyful Attentive Training Intervention (NEJATI). The control group, as expected with this group, did not receive any trial period. The selective attention of both groups was evaluated, before and after receiving intervention, by a Strop computer programme. Data were analysed using the covariance statistical test, MANCOVA. Results: The results show an increase in selective attention scores in the experimental group compared with the control group. Therefore, we can conclude that cognitive rehabilitation leads to improvement in the performance of selective attention (F = 4/97;

关键词： Mild Cognitive Impairment Cognitive Rehabilitation Selective Attention

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