D.r Kazem Barzegar Bafrooei, ,
Volume 3, Issue 3 (3-2016)
Abstract
Mathematics is one of the courses in which students are weak and it causes their academic failure. The aim of present study is to estimate the math anxiety based on cognitive emotion regulation and problem-solving ability in second year students of science. The research method was correlation. The participants of this study were female second year students of science in Yazd. So, 130 girls were selected based on cluster random sampling method and completed math anxiety MARS-R, cognitive emotion regulation CERQ and problem-solving ability PSI questionnaires. Descriptive statistical indices, Pearson correlation coefficient, and step by step multivariate regression were used by the software SPSS V. 20 to analyze the data. The results indicated that although there is an inverse relation between math anxiety scores of students and two dimensions of problem-solving ability such as control characters (r = - 0/249) and confidence in problem-solving (r = - 0/348), the relation between math anxiety scores and negative cognitive emotion regulation is direct and significant (r = 0/327). The findings from regression showed that problem-solving ability and negative dimension of cognitive emotion regulation explained totally 18 percent of variance in math anxiety in level p<0/01, serialization negative direction and positive direction could predict the math anxiety. According to these findings, it's suggested to authorities and math teachers to attempt for increasing math performance of students through decreasing their negative cognitive emotion regulation and increasing their confidence in problem-solving.
Elahe Bagheri, Dr Kourosh Goodarzi, Dr Mehdi Roozbahani, Dr Keivan Kakabraee,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of this research is to compare the effectiveness of metacognitive therapy, solution-oriented therapy, and endurance exercises on the problem-solving styles of female students with social anxiety disorder. The design of this research is a semi-experimental pre-test-post-test type with a heterogeneous control group and a one-month follow-up. The statistical population was female students of the second level of high school in the three educational districts of Kermanshah in the academic year 1401-1402. From this population, 60 students with social anxiety were selected by screening and according to the criteria for entering the study. They were randomly assigned to 4 groups of 15 people (three experimental and one control). The research tools included social anxiety questionnaires (Kanor, 2000) and problem-solving styles (Dzurila et al., 2002). The data were analyzed with SPSS23 software and analysis of variance and Benferoni's post hoc test. The findings showed that metacognitive therapy, solution-oriented therapy, and endurance exercises increased efficient problem-solving styles and decreased ineffective problem-solving styles in people with social anxiety (P≤0.05) and among the three treatments, metacognitive therapy in efficient problem-solving styles and metacognitive and solution-oriented treatment in ineffective problem-solving styles were more effective than endurance exercises (P≤0.05). Based on these findings, it can be said that all three treatment models can be used in the Iranian clinical sample.
Seyed Mohammad Saeid Sahaf,
Volume 12, Issue 4 (3-2025)
Abstract
Problem-solving is a goal-directed cognitive process that involves evaluating a problem and generating solutions to achieve desired outcomes. This skill is influenced by optimal timing regulation and self-control. The present study aimed to examine the role of total time, delay time, task difficulty, reaction time, and self-control in the speed-accuracy trade-off.
The sample consisted of 54 female students aged 10 to 11 years, with no history of illness, who were selected through convenience sampling from non-profit schools in Mashhad during the 2022–2023 academic year. The Tower of London task was used to assess accuracy in problem-solving, delay time, total time, and task difficulty, while the Flanker task was employed to measure self-control and reaction time. Multiple regression and mediation analyses were conducted in SPSS-26 to predict the influence of these variables on problem-solving accuracy.
The results indicated that total time (β = -0.769), delay time (β = 0.574), task difficulty (β = 0.388), and reaction time (β = -0.160) significantly predicted problem-solving accuracy. Specifically, an increase in total time led to decreased accuracy, whereas a longer delay before initiating problem-solving improved accuracy. Although the moderating role of self-control in the relationship between delay time, total time, and accuracy was not significant (p > 0.05), stepwise regression revealed that self-control was a significant predictor of accuracy (β = 0.157).
Thus, timing plays a crucial role in problem-solving accuracy. Allocating sufficient time for cognitive processing before responding can enhance performance, whereas prolonged problem-solving may reduce accuracy due to increased cognitive load or inefficient strategies. However, task difficulty and the nature of the task are also key factors in this relationship. The non-significant moderating effect of self-control may be attributed to its broader connections with other cognitive dimensions in participants.