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Narges Afshordi 《Child development》2019,90(3):719-727
Two experiments (total N = 195) examined third-party inferences about friendship and shared preferences from reported dyadic information. Four-year-olds (N = 48) inferred friendship between individuals based on reports of prosocial behavior, and similarity, but not based on arbitrary links. Children privileged prosocial behavior over similarity when asked to adjudicate between the two. Adults (N = 120) were tested online and showed the same overall pattern of inferences. Furthermore, 4-year-olds (N = 27) expected individuals who had engaged in prosocial behavior to be playmates as well as friends, and to share preferences for novel games, but not novel foods. These findings shed crucial light on preschoolers' third-party friendship inferences, and add to our knowledge of their concept of friendship. 相似文献
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Narges Adibsereshki Masoome Pourmohamadreza Tajrishi Mahmood Mirzamani 《Educational studies》2010,36(4):447-459
This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty‐one third‐ to fifth‐grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected from two groups before and after applying the preparatory programme. The data were analysed by t‐test for independent groups and two‐way ANOVA. The results showed increase of acceptance in experimental group. Also in comparing the level of acceptance in girls and boys, the results indicated that the acceptance in girls were more than boys. 相似文献
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Narges Pourtaleb Mahmoud Mirnasab Yaser Hadidi 《Educational Psychology in Practice》2018,34(4):386-396
This study examined the effectiveness of an integrated training programme (ITP) in reducing female students’ test anxiety with a view to the mothers’ perfectionism as a moderating factor. A total of 60 primary school students (30 mothers with perfectionism trait and 30 mothers without perfectionism) were randomly selected using multi-stage cluster sampling and screening methods. Spielberger’s Test Anxiety Scale and Multidimensional Perfectionism Scale (MPS) were administered to the students and mothers, respectively. The participants were placed into four groups (two experimental and two control groups). The experimental groups received intervention in 14 sessions. The results suggested significant differences between experimental and control groups, but there was no significant difference between the two experimental groups (group 1: students with test anxiety and perfectionist mothers and group 2: students with test anxiety and non-perfectionist mothers). The moderating effect of mothers’ perfectionism was not statistically confirmed. Implications of the study are discussed. 相似文献
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Seyyed-Abdolhamid Mirhosseini Narges Badri 《Changing English: An International Journal of English Teaching》2018,25(3):286-299
While English is embraced worldwide as a global means of communication, its teaching and learning is a contested arena of contacts between the so-called English native-speaker culture and local learner cultures. In this study, we investigate Iranian university students’ viewpoints on the necessity and justifications for learning English and their awareness of international policies of promoting this language. A group of 855 male and female students of different fields of study at six major universities of Tehran responded to a researcher-made questionnaire and 28 participants were interviewed for more in-depth explanations about their standpoints. The findings indicate that the participants are in absolute favour of learning the English language as an undeniable necessity as a multifaceted communicative instrument. Moreover, they seem to have limited sensitivity to the potential sociopolitical functioning of English and the policies and plans for promoting the teaching and learning of this language around the world. 相似文献
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The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders 
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下载免费PDF全文 Etrat Alzahra Ghanaat Pisheh Narges Sadeghpour Yaser Nejatyjahromy Mir Mahmoud Mir Nasab 《Support for Learning》2017,32(3):245-266
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills among students with a reading disorder. To achieve this, three female students were selected from a regular primary school in the 2nd education district of Tabriz, Iran. The research design was a multiple baseline single subject design with different children, in which we used the reading and dyslexia test (RDT) and the revised Wechsler Intelligence Scale to diagnose reading disorders, and a researcher‐made hundred‐word test to measure the development of reading skills. The children received five cooperative teaching sessions during only the (experimental) intervention, i.e. in the baseline and the follow‐up stages, they were not exposed to any cooperative teaching. The comparisons of the students’ performance in experimental phases showed that cooperative teaching is an effective technique for developing reading skills and that the effectiveness of this technique was also maintained over time. This work is the first empirical demonstration of the effectiveness of co‐teaching in dealing with dyslexic reading disabilities. It additionally serves as the first instance of applying co‐teaching to any form of reading disability in Iran. 相似文献
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The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
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This study assessed the level of peer acceptance towards students with disabilities in schools of Tehran, Iran (schools are all unisex in this country). The sample included 502 elementary school students in grades three through five (9–11 years old) who had a classmate with hearing impairment or physical disability (motor disability), and 120 boys and girls from schools without inclusive classrooms. Peer acceptance was measured through the use of the translated version of the Acceptance Scale developed by Voeltz (1980) which proved to be highly reliable (α = .83). The following factors were taken into consideration: (1) type of school, (2) nature of disability, and (3) gender. The findings with regard to the overall comparison between the two types of schools indicated that there was a significant difference between the two in favour of schools with inclusive classrooms (z = ?7.24, p < .001). The between-school comparison tests considering the type of disability and gender indicated that both of these factors do play a significant role in the degree to which his/her peers accept a student with disability. Nature of possible factors impacting the obtained differences in the results is discussed. The inclusion is young in this country and lots have to be done in this area; the outcomes from this study help provide a stronger research base which is vital for informed planning and expansion of future inclusive education efforts in the country. 相似文献
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