Purpose: The aim of the present study is to evaluate the effectiveness of cognitive rehabilitation on improving selective attention in patients with mild cognitive impairment. Methods: It was a quasi-experimental stud...Purpose: The aim of the present study is to evaluate the effectiveness of cognitive rehabilitation on improving selective attention in patients with mild cognitive impairment. Methods: It was a quasi-experimental study with pre-test and post-test. The population in this study was all individuals referred to a neurology clinic in Tehran in 2012. The group was comprised of 40 patients with mild cognitive impairment who were evaluated with early detection and assessment by a medical psychologist (MMSE score lower than 25 and Wechsler memory test) and were selected by available sampling. They were also older than 55 years and had a minimum education at degree level, together with a lack of neurological and psychiatric comorbidities and impaired sensory and motor retardation, according to their nursing history and medical records. They were randomly divided into experimental and control groups (20 patients in each group). The experimental group was given 12 sessions (two hours each section) of cognitive rehabilitation with Neurocognitive Joyful Attentive Training Intervention (NEJATI). The control group, as expected with this group, did not receive any trial period. The selective attention of both groups was evaluated, before and after receiving intervention, by a Strop computer programme. Data were analysed using the covariance statistical test, MANCOVA. Results: The results show an increase in selective attention scores in the experimental group compared with the control group. Therefore, we can conclude that cognitive rehabilitation leads to improvement in the performance of selective attention (F = 4/97;展开更多
This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and g...This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and girls in Damghan city in Iran. Participants were randomly selected using a multi-stage cluster method (513 boys and girls) and they simultaneously completed three questionnaires: academic engagement, the psycho-social climate of the classroom and personality characteristics. Path analysis was used to analyze data. The results showed that the direct effects of personality characteristics and psycho-social climate of the classroom on academic achievement were not significant. The direct effects of openness, conscientiousness and psycho-social climate of classroom on academic engagement were significant. The indirect effects (with mediation of academic engagement) and overall effects of openness, conscientiousness and psycho-social climate of classroom on academic achievement were significant, also the effect of academic engagement on academic achievement was significant.展开更多
文摘Purpose: The aim of the present study is to evaluate the effectiveness of cognitive rehabilitation on improving selective attention in patients with mild cognitive impairment. Methods: It was a quasi-experimental study with pre-test and post-test. The population in this study was all individuals referred to a neurology clinic in Tehran in 2012. The group was comprised of 40 patients with mild cognitive impairment who were evaluated with early detection and assessment by a medical psychologist (MMSE score lower than 25 and Wechsler memory test) and were selected by available sampling. They were also older than 55 years and had a minimum education at degree level, together with a lack of neurological and psychiatric comorbidities and impaired sensory and motor retardation, according to their nursing history and medical records. They were randomly divided into experimental and control groups (20 patients in each group). The experimental group was given 12 sessions (two hours each section) of cognitive rehabilitation with Neurocognitive Joyful Attentive Training Intervention (NEJATI). The control group, as expected with this group, did not receive any trial period. The selective attention of both groups was evaluated, before and after receiving intervention, by a Strop computer programme. Data were analysed using the covariance statistical test, MANCOVA. Results: The results show an increase in selective attention scores in the experimental group compared with the control group. Therefore, we can conclude that cognitive rehabilitation leads to improvement in the performance of selective attention (F = 4/97;
文摘This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and girls in Damghan city in Iran. Participants were randomly selected using a multi-stage cluster method (513 boys and girls) and they simultaneously completed three questionnaires: academic engagement, the psycho-social climate of the classroom and personality characteristics. Path analysis was used to analyze data. The results showed that the direct effects of personality characteristics and psycho-social climate of the classroom on academic achievement were not significant. The direct effects of openness, conscientiousness and psycho-social climate of classroom on academic engagement were significant. The indirect effects (with mediation of academic engagement) and overall effects of openness, conscientiousness and psycho-social climate of classroom on academic achievement were significant, also the effect of academic engagement on academic achievement was significant.
