درخت حوزه‌های تخصصی

Oral exams are a threatening situation for students, and avoidance behaviours such as postponement and expression inhibition, are ways of coping with tests anxiety. Present study aims to classify students into profiles based upon their levels of test anxiety and behavioural avoidance and explore differences in cognitive-regulation strategies and skills across the profiles. Participants (N=155) completed self-reports in an online survey. Latent class analysis identified four profiles of students combining levels of test anxiety, expression inhibition, and postponement. Multivariate analysis of variance indicated differences across groups in emotion regulation strategies with catastrophizing and rumination as the most employed in highly test anxious groups, and positive reappraisal in lowest test anxiety groups. In emotion regulation difficulties, the most distressed groups exhibited more deficits to control interference in goal-oriented behaviours, control impulses and emotion acceptance, compared with the remaining groups. Results support inclusion of emotion-regulation training in treatment of oral test anxiety.

Impulsive and risky behaviors include behavioral choices that may expose people to serious risks of harm. Therefore, the present study was conducted with the aim of the relationship between adverse childhood experiences and impulsive and risky behaviors, the mediating role of positive and negative emotional motivations in students. In terms of purpose, the research was applied, and in terms of the implementation, the correlation based on structural equations. The statistical population of the research included the students of Islamic Azad University, Babol in 1402-1403, and 200 people were selected as a sample by sampling method. Questionnaires risk tolerance of Zadeh Mohammadi et al. (2003), childhood trauma by Bernstein et al. (2003); Bernstein et al.'s childhood trauma (2003): Positive and negative effect, Watson and Telgen were used to collect data. The collected data were analyzed using structural equations in SPSS and AMOS software. The results showed that adverse childhood experiences and negative emotional motivations have a positive and direct effect on impulsive and risky behaviors, and positive emotional motivations have a direct negative effect on impulsive and risky behaviors. Also, adverse childhood experiences have an indirect effect on impulsive and risky behaviors with the mediating role of positive and negative emotional motivations in students. Therefore, various types of abuse or neglect and ignoring their needs and types of abuse in the context of family or society can have long-term harmful effects and cause risky and impulsive behaviors in the future

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.