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Showing 2 results for Sadeghi

Fatemeh Soltanzadeh-Jazi, Parisa nilforooshan, Mohammad Reza Abedi , Ahmad Sadeghi,
Volume 16, Issue 3 (1-2019)
Abstract

Aim and Backgrounds: The aim of the current study was investigation the effectiveness of Acceptance and Commitment Therapy (ACT) on career development of students with obsessive compulsive disorder. Materials & Methods: This is a quasi-experimental study with pretest-posttest-follow up design with control group. Thirty students were selected using convenience sampling and randomly divided to two experiment and control groups. Data was gathered by Career Development Questionnaire (CDI) and was analyzed using Repeated Measure ANOVA. Students in one experimental group received ACT in eight weekly sessions and the control group were in wait list. Findings: The results showed that there was significant difference between two groups in path career development (p<0.05). Conclusion : ACT can improve path career development of students with obsessive compulsive disorder.
Fahimeh Mohamadinik, Mahmoud Talkhabi, Meysam Sadeghi,
Volume 22, Issue 3 (10-2024)
Abstract

Aim and Background: The aim of the research is to investigate the relationship between cognitive functions and reading literacy in fourth grade primary school students.
Methods and Materials: The study method is descriptive-correlation. The statistical population includes all the male students of the fourth grade of primary school in Tehran who were studying in the academic year of 1402-1403, and 174 of them were purposefully selected as a sample. Reading literacy progress tests (Perles, 2016) and subtests from the fifth edition of the Wechsler Intelligence Test for Children (WISC-5) and the attention and concentration test IVA-2 were used for measurement.
Findings: The Pearson correlation coefficient results showed that there is a positive relationship between the components of cognitive performance and literary and information literacy of fourth grade elementary school students. The results of regression analysis showed that conceptual thinking with standard beta coefficient (0.451) had the highest regression effect on students' literary reading literacy. In addition, conceptual thinking with a standard beta coefficient (0.456) had the highest regression effect on students' information literacy, and processing speed, active memory and attention after conceptual thinking had the highest regression effect on students' information literacy.
Conclusions: By increasing the cognitive abilities of students, it becomes possible to perform multiple skills at the same time, and students with information literacy recognize the value of information in texts and have the ability to find and analyze information while reading and are able to understand the content. Evaluate information critically

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