A cross-sectional study on the relationship between maternal attachment styles and child cognitive functions

BACKGROUND: The concept of attachment refers to how the infant emotionally communicates with the caregiver. Despite the importance of this concept, the relationship between the mother's attachment styles and the child's cognitive functions has not been investigated so far.METHODS: In a cross-sectional study during October to December 2019, 120 primary school girl students were selected by the convenience sampling method. Participants responded to the two scales of Stanford-Binet Intelligence Scale and Wechsler Intelligence Scale for Children, Fourth Edition (WISC®-IV), as well as the Experience in Close Relationship Scale (ECR-S). Data were analyzed using multivariate regression statistical model in SPSS softwareRESULTS: The results showed that five indices of verbal intelligence, knowledge intelligence, active memory intelligence, working memory (WM), and processing speed were predicted by parent's anxiety attachment style (P < 0.050 for all). However, the relationship between the indices of total intelligence, non-verbal intelligence, fluid reasoning intelligence, quantitative reasoning intelligence, visual-spatial processing intelligence, verbal inteligence, perceptual reasoning, general ability, cognitive domination, and total scale of students with parent attachment styles were not significant (P > 0.050).CONCLUSION: The findings of this study highlighted the role of maternal attachment styles in predicting child's psychological structures, which can be accompanied by clinical implications in planning interventions based on the intelligence quotient (IQ) promotion for the child

Development and Assessment of Effects of De-Stress Training Program on Stress of Mothers with Mentally Disabled Children

Objectives: Any form of disability is considered a critical factor having significant effects on a family. Stress is the main result of such effects on parents. According to the classical procedure, the mothers play a major role as child caregiver, so they experience more stress than other members of the family. The goal of this study was to develop and assess the role of the de-stress training program in decreasing the stress of mothers of mentally disabled children. Methods: This study was a semi-experimental research with follow-up. The study sample included 20 mothers of children with mental disabled who live in Tehran. The parental stress scale was used for measuring mother’s stress. Data was analyzed by univariate analysis of covariance. Results: The data presented a significant difference between the control and experiment groups. Also, the results did not show a significant difference between pre-test and follow-up, indicating a persistent effect of the training.  Discussion: De-stress training program was found to significantly decrease the stress of mothers of mentally disabled children.&nbsp

Designing a Critical Thinking Pattern Based on Vigotsky's Constructionist Theory and its Impact on Students' Critical Thinking

The purpose of this study was to identify the components of critical thinking education model based on the Vygotsky’s constructivist theory and to study the effectiveness of the model on the critical thinking of the fifth grade elementary students. The method of this study wascombined studies (qualitative and quantitative). The statistical population in the qualitative section included all relevant articles indexed in databases of science direct, PubMed, cinahl, and Scopus. From this population, 34 articles were selected using purposeful sampling and for validate the pattern were selected 32 relevant experts by purposeful snowball sampling. The statistical population of quantitative part consisted all 5th grade elementary school students in the academic year of 2017-2018 in Tehran. From this population, 66 people were selected using a cluster sampling method and randomly assigned two experimental and control groups. Data collection tools included researcher-made questionnaire and the Watson-Glaser critical thinking appraisal (1998). To analyze the qualitative section data was used content analysis, for patternvalidation using the confirmatory factor analysis and effectiveness section was performed using covariance analysis. The findings showed that the critical thinking model were classified according to Vygotsky’s theory in three classes: teacher role, learner's role and the role of knowledge. The results showed that fitting the critical thinking model was optimal according to experts and critical thinking pattern led to a significant difference between groups in critical thinking by 53%. According to the results, applying Critical Thinking Model based on Vygotsky's theory is effective on critical thinking of students

Identifying and evaluating the effective factors on the education of teacher ethics with emphasis on the teachings of Islam in second year secondary school teachers in Tehran

Background and Aim: Paying attention to ethics and teacher's ethics has become one of the subjects accepted in schools and educational centers and one of the interesting and significant subjects for researchers to be addressed under different titles such as work ethics, professional ethics, etc. The current research was conducted with the aim of identifying and evaluating the effective factors on the education of teacher ethics with an emphasis on the teachings of Islam in the second year secondary school teachers in Tehran. Method: In terms of fundamental-applied purpose, in terms of information data, the mentioned research was of a mixed type and in terms of execution, the foundation data was in the qualitative part and descriptive survey in the quantitative part. The participants in the qualitative part of the research were education experts. To determine the samples, a non-random sampling method was used, and 20 people were considered as the sample size using the principle of saturation. In the quantitative part, the statistical population included all teachers of the second year of high school in Tehran. Cochran's formula was used to determine the sample size of the quantitative part and 300 people were selected as the research sample. The sampling method in this research was cluster random. Semi-structured interviews were used in the qualitative part of this research. In order to collect data in the quantitative part, library methods (including books, authoritative scientific databases and university theses) and field methods (questionnaire created by the researcher) were used. The validity and reliability of the tool were investigated and influenced. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative part, a sample t-tech test was used. Results: The results of the present study showed that the dimensions of teacher ethics training with emphasis on Islamic teachings in second year secondary school teachers in Tehran include cognitive training, emotional training, and behavioral training. Also, the effective aspects of teacher ethics training with emphasis on Islamic teachings in second year secondary school teachers in Tehran include values and moral norms of society, policy making and planning in educational system, teacher and curriculum. Conclusion: Foundations and obstacles for the implementation of teacher ethics training with emphasis on the teachings of Islam in second year secondary school teachers in Tehran including environmental, social, educational, support, planning in the educational system and teachers' awareness were introduced