Dr. Farideh Hamidi, Mr. Mehran Otoufati Roudi,
Volume 11, Issue 45 (12-2022)
Abstract
In the classrooms based on inclusive education, cognitive flexibility and teaching-learning concepts play an important role in teachers' self-efficacy. The aim of this study was to investigate the role of cognitive flexibility and teaching-learning concepts in teachers' self-efficacy in a classroom based on inclusive education. The research method was descriptive and correlational. Sampling was done by a simple random method from the list of names of teachers participating in inclusive education. Therefore, 467 primary teachers of the 9th district of Mashhad were selected. In order to collect data, teachers' self-efficacy questionnaires in inclusive education (TEIP, Sharma et al., 2012), cognitive flexibility questionnaire (CFI, Dennis and Vanderwaal, 2010) and the teaching-learning concepts questionnaire TLCQ (Chan Elwitt, 2004) was used. Pearson's correlation coefficient and multiple linear regression analysis were used to analyze data. Results showed that there is a positive and significant correlation between cognitive flexibility and the perception of self-efficacy related to inclusive education, as well as the concepts of constructivist learning and the perception of self-efficacy related to inclusive education (P < 0.01). Also, the results of multiple regression analysis showed the variables of cognitive flexibility and constructivist learning teaching concepts predict 36% of the total variance of teachers' self-efficacy. In general, teachers with cognitive flexibility and more developed teaching-learning concepts experience higher self-efficacy in classrooms based on inclusive education. The findings of this research emphasize the development of cognitive flexibility and teaching-learning concepts to improve the self-efficacy of teachers in the classroom based on inclusive education.
Dr Zeinab Mohammadzadeh, Dr Afsaneh Ghanbari Panah, Dr Mojgan Mardanirad, Dr Yalda Delgoshaei,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of this study was to investigate the effect of education based on acceptance and commitment on parenting stress and cognitive flexibility of parents with preschool children. The design of the current research was quasi-experimental with pre-test, post-test and control group. The statistical method used to analyze the data was repeated measurement variance analysis (mixed design). 120 mothers who referred to the continuity center of Sari Municipality in 2018 were the research population. Two questionnaires of cognitive flexibility (Dennis and Vander Wall, 2010), parental stress questionnaire (Abidin, 1995) were the tools used in this research. In the first stage, among 60 mothers who received scores of 25-50% low in the questionnaires, 30 people were selected and were completely randomly assigned to two experimental and control groups. Educational classes based on acceptance and commitment were held in 8 sessions and the control group participated in classes with different content in 8 sessions. The time and place of the classes were on Mondays and Wednesdays in the Sari Municipality Continuity Hall. The results showed that education based on acceptance and commitment increases cognitive flexibility (effect size in time, 0.653) and (effect size in group, 0.331) and reduces parenting stress (effect size in time, 0.803) and (the effect size in the group is 0.416). It is concluded that education based on acceptance and commitment increases cognitive flexibility and reduces parenting stress of parents with preschool children. It is suggested to use the teaching protocol based on acceptance and commitment in schools, clinics related to education in the form of educational workshops with the aim of improving parenting styles and increasing children's adaptation.
