Parivash Khavarzamini, Ramin Habibi Kaleybar, Javad Mesrabadi,
Volume 11, Issue 45 (12-2022)
Abstract
The aim of the present study was to determine the effectiveness of brain-based learning training on the academic competence and cognitive abilities of female students of the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Nejati Cognitive Abilities Questionnaire (2012).The experimental group received the Cain, Cain, McClintic and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and cognitive abilities in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and cognitive abilities in students.
Seyed Mosa Tabatabaee, Abdollah Bahrami, Zahra Kaskani,
Volume 17, Issue 51 (10-2025)
Abstract
The present study aimed to examine the role of academic identity in predicting academic competence among female high school students in Sabzevar, with the mediating role of mindfulness. The research employed a descriptive–correlational design based on structural equation modeling. The statistical population consisted of all female students in the second cycle of high school in Sabzevar, from which 362 participants were selected through convenience sampling. The research instruments included the Academic Identity Questionnaire by Was and Isaacson (2008), the Academic Competence Evaluation Scale by DiPerna and Elliott (1999), and the Five Facet Mindfulness Questionnaire by Baer et al. (2006). The findings indicated that, in terms of direct effects, the achieved academic identity style had a significant positive relationship with academic competence, whereas the diffused style showed a significant negative relationship. The moratorium style did not have a significant direct effect, while the foreclosed style demonstrated a weak but significant positive effect. Regarding indirect effects, the achieved style positively predicted academic competence through increased mindfulness, whereas the moratorium and diffused styles negatively predicted academic competence through reduced mindfulness. The indirect effect of the foreclosed style via mindfulness was not significant. Overall, the results highlighted that academic identity—particularly the achieved style—plays a decisive role in predicting academic competence, with mindfulness serving as a partial mediator in this relationship.
