intelligence

Open Access Article

1 - Language Development in Persian-Speaking 6- to 7-Year-Old Children
Mahnaz Dehghan Tezerjani Parvin Kadivar Mohammad Hosein Abdollahi Hamid Reza Hasanabadi

20.1001.1.18808436.1397.22.86.1.0

Aim of the current study was to evaluate the impact of cognitive abilities, socio-economic status, home literacy training environment, and demographic characters on development of Persian-language in children. To achieve the stated goal 105 seven to eights students wer More

Aim of the current study was to evaluate the impact of cognitive abilities, socio-economic status, home literacy training environment, and demographic characters on development of Persian-language in children. To achieve the stated goal 105 seven to eights students were selected on the basis of cluster sampling. These children’s mothers responded Home Literacy Environment and demographics questionnaires and Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and Test of Language Development (TOLD-P3) were administered on children. Results showed that all components of verbal IQ correlated with language development positively, but in non-verbal components, picture completion, mazes, geometric design and blocks were correlated positively with some components of language development such as relational vocabulary, oral vocabulary, grammatic understanding and semantics. In addition, language and literacy related resources and parents’ positive model in home literacy environment questionnaire were positively related to a number of language development components (such as picture vocabulary, oral vocabulary and relational vocabulary). The results of trend analysis using ANOVA indicated that parents’ education and family income improved language development, but there is no difference in language development between children who have been in daycare and children who haven’t been, and at this age, language development did not differ between males and females. In conclusion, it seems that Persian-speaking children's intelligence can predict their language development to some extent and families' income and parents’ education, as well as, home literacy environment impact children's language development of Persian-speaking children. Manuscript profile

Open Access Article

2 - Standardize the Vienna Matrix Test for Iran (WMTI) for Students between Ages 13-18 Years
Javad Ejei Masoud Gholamali Lavasani Marzieyeh Rezaiee Zahra Akbari

Current study was conducted to standardize Vienna Matrix Test for Iran (WMTI). For Iranian students between ages 13-18. Intended population in this study was all students (males and females) who were studying in middle and high schools during the academic year 2010-2011 More

Current study was conducted to standardize Vienna Matrix Test for Iran (WMTI). For Iranian students between ages 13-18. Intended population in this study was all students (males and females) who were studying in middle and high schools during the academic year 2010-2011 and 2011-2012. Multistage random sampling procedure was used to select 2849 students (1267 male and 1582 female) from five province in Iran: Tehran, Khorasan-e-Razavi, Kermanshah, GiIan, and Bushehr. At the beginning Formans original from that was based on Rasch's statistic model was administered on student population. From 42 statements 28 statements were selected based on the model and was used for Vienna Matrix Test for Iranian (WMTI). Norm tables for the age group 13 to 18 were developed. Finally mean differences between girls and boys was calculated by means of one-way analysis of variance. Result showed the age and gender effect. Intelligent quotient increased as chronological age increases. Girls also were higher than boys in intellectual functioning in overall Manuscript profile

Open Access Article

3 - The Relationship between Intelligence Beliefs and Autonomous Learning
Hossein Zare

The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University More

The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University were chosen through ratio stratified sampling, and then, answered to the Self-Report Questionnaire consisting of the Intelligence Beliefs, Questionnaire of Achievement Goals, the Questionnaire of Academic Emotions, and the Automatic Learning Subscales. The results showed the indirect and direct effects of entity and incremental intelligence beliefs on autonomy in learning. Incremental intelligence belief had indirect positive effect on autonomy in learning via the mediation of mastery goals and positive emotions. Moreover, innate intelligence belief had indirect negative effect on autonomy in learning through the mediation of performance-avoidance goals, performance-approach goals, and negative emotions. Manuscript profile

Open Access Article

4 - The Relationship between Academic Optimism, and Teacher's Emotional Intelligence with the Student's Academic Achievement
Salman Ghanbarlou Masoud Gholamali Lavasani Javad Ejei

The aim of this study was to invertigate the relationship between academic optimism, and teacher's emotional intelligence with the student's academic achievement in Salmas city. For this reason, a sample consisted of 302 subjects have been selected out of about 613 teac More

The aim of this study was to invertigate the relationship between academic optimism, and teacher's emotional intelligence with the student's academic achievement in Salmas city. For this reason, a sample consisted of 302 subjects have been selected out of about 613 teachers in Salmas's educational department by stratified sampling method and completed the Farsi version of the Emotional Intelligence Scale-41 (FEIS-41) and the Teacher’s Academic Optimism Questionnaire. The data were analyzed by stepwise regression analysis and correlation matrix methods. Results indicated that: emotional intelligence and academic optimism have been significant correlation with academic achievement, while teacher,s academic optimism is the stronger predictor for the student,s academic achievement. In the overall sample, trust in parents and students had the greatest role in predicting the student’s academic achievement. Also optimism/mood regulation, a component of emotional intelligence related with student's academic achievement. Manuscript profile

Open Access Article

5 - Underling Mechanism of Relationship between Working Memory and Fluid Intelligence
Rouhollah Shahabi Javad Ejei Parviz Azadfallah Vliyollah Farzad

.The present study investigates how working memory and fluid intelligence are related in 8 - 12 years old children

.The present study investigates how working memory and fluid intelligence are related in 8 - 12 years old children Manuscript profile

Open Access Article

6 - The Relationship between Emotional Intelligence and Self-Efficacy based on Job Performance
Hadith Baghery Damoon Razmjooei Elham Saei

The present study aimed to investigate the relationship between emotional intelligence and self-efficacy based on job performance of Khoramshahr port personnel. All 340 personnel of the Khoramshhar port were considered as target population of the study. Simple random sa More

The present study aimed to investigate the relationship between emotional intelligence and self-efficacy based on job performance of Khoramshahr port personnel. All 340 personnel of the Khoramshhar port were considered as target population of the study. Simple random sampling technique was used in this study. The research studied consisted of 181 personnel using both Cokaran and Krejcie and Morgan table to determine sample size. To collect data the participants were asked to answer three different questionaire including Bradberry and Greaves Emotional Intelligence, Riggs and Knights’ Self- Efficacy as well as Paterson’s Job Performance Questionnaire forms. Pearson correlation coefficient, regression analysis and Analysis of variance were used to calculate the relationship between emotional intelligence and self- efficacy as and job performance as. SPSS was used to perform the data analysis and for hypothesis testing. The result indicated that there was no relationship between emotional intelligence and job performance of the khormashahr port personnel. However there was a positive relationship between self- efficacy and job performance among the personnel. In other words self- efficacy had an important role in job performance. The study further revealed that emotional intelligence plays an important role on self- efficacy variable so that they affect each other. Manuscript profile

Open Access Article

7 - Efficacy of Sternberg Triarchic Instruction to Improve Reading Skills in Dyslexia Students
Masumeh Farsinejad Elahe Hejazi Javad Ejei

20.1001.1.18808436.1396.21.4.1.9

This study aims to investigate the effectiveness of triarchic instruction method to improve reading skills in dyslexic students. In order to achieve the goal of the study, 12 second to fifth grade students were selected among children visiting Atieh and Ravanmehr therap More

This study aims to investigate the effectiveness of triarchic instruction method to improve reading skills in dyslexic students. In order to achieve the goal of the study, 12 second to fifth grade students were selected among children visiting Atieh and Ravanmehr therapeutic centers in Tehran city who were diagnosed with dyslexia. The diagnosis criteria were Woodcock- Johnson Reading Test, Integrated Visual and Auditory Test (IVA) and diagnostic interview. Students were assigned to experimental and control group randomly. The experimental group passed sixteen 1.5 hour sessions for ten weeks learning to read through the method suggested by Sternberg. Significant improvement in all three reading subtests (fluency، phonology، and knowledge and information) of post test showed. The follow up test conducted three months later also indicated that the experimental group had an increase in the scores of reading. Manuscript profile

Open Access Article

8 - Design, Construction and Psychometric Questionnaire Multiple Intelligences in Handball
Mohammad Reza Shahabi Kaseb Fatemeh Cheshomi Zahra Estiri Mohammad Reza Mohammadi Rasool Zeidabadi

The aim of the current study was, development of psychometric Questionnaire Multiple Intelligences from Gardner (2002) in handball. First, by studying the literature in the field of handball and interviews with experts in the field, questions were designed that the best More

The aim of the current study was, development of psychometric Questionnaire Multiple Intelligences from Gardner (2002) in handball. First, by studying the literature in the field of handball and interviews with experts in the field, questions were designed that the best questions are selected from the initial questionnaire (188 items) was constructed. Specialists the face and content validity, of the questionnaire was sent to 10 motor behavior’s Specialists and handball’s experts that face and content validity of the questionnaire was confirmed (CVR= 0/99, CVI=0/89). Factor analysis based on structural equations was used for validation of structure of questionnaire and Cronbach alpha coefficient was used to assess internal consistency of questionnaire. Results showed four component model includes Bodily/ kinesthetic, visual/ spatial, mathematical / logical and emotional intelligence with 37 questions had acceptable fit index (RMSEA = 0.06, CFI = 0.92, TLI = 0.91), internal consistency were reported and verified also with using Cronbach’s alpha 0/90. Manuscript profile

Open Access Article

9 - Investigating and comparing the development of cognitive intelligence، emotional intelligence and spiritual intelligence from adolescence to adulthood
Marzieh Sadat Sajadinezhad Soghra Akbari Chermahini

20.1001.1.18808436.1401.26.1.9.6

This study aimed to investigate the evolution of cognitive intelligence, emotional intelligence, and spiritual intelligence and compare the development of the three types of intelligence from adolescence to old age. This research is cross-sectional developmental researc More

This study aimed to investigate the evolution of cognitive intelligence, emotional intelligence, and spiritual intelligence and compare the development of the three types of intelligence from adolescence to old age. This research is cross-sectional developmental research design and descriptive method of a causal-comparative study. Participants in this study were 691 individuals living in Arak with an age range of 14-80 years were selected by random cluster sampling method, and answered Sohrabi and Naseri spiritual intelligence questionnaires, Bradbury-Graves Emotional Intelligence Questionnaire, and the adult version of the Raven’s Progressive Matrices Test. The results of data analysis by two-way analysis of variance showed a significant difference between different age groups in terms of spiritual intelligence, but this difference was not significant in cognitive and emotional intelligence. Also, the interaction effect of type of intelligence and age group was significant. It can be concluded that the developmental process of cognitive, spiritual, and emotional intelligence over time from adolescence to old age is not the same, and perhaps in the final stages of life with the loss and decline of one of these intelligences can be seen another increase to compensate for the deficiency to solve life problems. Manuscript profile

Open Access Article

10 - Developmental Trajectories of Cognitive Intelligence in Iranian Preschoolers children
Mohsen Dadjoo Shahriar Gharibzadeh Mahta Vajedi Mojarad Elaheh Sobhani

20.1001.1.18808436.1402.27.1.12.6

The present study has aimed to investigate the developmental trajectories of cognitive intelligence in Iranian preschoolers to provide earlier prevention or intervention. The study sample was 433 healthy Iranian children (girl=47.8%) from Tehran, Bandar Abbas, Mashhad, More

The present study has aimed to investigate the developmental trajectories of cognitive intelligence in Iranian preschoolers to provide earlier prevention or intervention. The study sample was 433 healthy Iranian children (girl=47.8%) from Tehran, Bandar Abbas, Mashhad, Zarand, and Tabriz, who ranged from 48 to 78 months. The third Persian version of the Wechsler Preschool and Primary Scale of Intelligence was used to assess cognitive intelligence. A positive moderate (.3<r<.7) significant Pearson correlation was observed among 22 cases out of 42 correlations. It indicates a high internal correlation of cognitive components. The results of ANOVA showed no significant difference among Verbal Intelligence, Performance Intelligence, and overall Intelligence, in boys and girls. Results of the Kruskal-Wallis test showed there were significant differences among developmental trajectories of Verbal Intelligence, Performance Intelligence, and overall Intelligence among the six-month age groups, which were followed up by the Games-Howell post-hoc test. Significant increase (p<.01) in cognitive intelligence at 48 to 78 months of age indicates that this age is one of the critical periods associated with the development of cognitive ability. Founded developmental trajectories in present study, can help administrators and professionals to cause better planning for early childhood. Manuscript profile

Open Access Article

11 - The Effectiveness of Teaching Children and Adolescents' Philosophy on Successful Intelligence, Emotional Intelligence, and Wisdom in Students
fateme haddadi mehdi arabzadeh Shabnam Feizi

20.1001.1.18808436.1402.27.2.9.5

Intelligence is one of the most important human abilities and plays a significant role in people's progress. Anything that can increase intelligence affects people's success. Examining the intelligence of societies and the factors affecting it is extremely important. Th More

Intelligence is one of the most important human abilities and plays a significant role in people's progress. Anything that can increase intelligence affects people's success. Examining the intelligence of societies and the factors affecting it is extremely important. The purpose of this research is whether teaching philosophy to children and teenagers can be an effective intervention in increasing successful intelligence, emotional intelligence and wisdom of students. The design of the current research was semi-experimental and pre-test-post-test with a control group. The statistical population of the research included fourth grade elementary school students in Tehran, a school was selected using available sampling method and considering the inclusion criteria, 20 female students with an average age of 10 years were selected and They were randomly placed in two experimental and control groups. The tools used in this research include Gorigor and Sternberg's successful intelligence questionnaire (2002); Schering Emotional Intelligence Questionnaire (1995); Ardlet's Wisdom Questionnaire (2004); have been. The findings from the analysis of covariance showed that philosophy education for children and adolescents was effective on successful intelligence and emotional intelligence, but philosophy education for children and adolescents was not effective on wisdom, and therefore philosophy education for children and adolescents can be an effective intervention in increasing Successful intelligence and emotional intelligence of students should be used. Manuscript profile

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