Faculty of Education And Psychology
The Faculty of Education and Psychology at University of Isfahan, established in 1978, is a leading institution for teacher training and psychological research with state-of-the-art facilities including the Child Development Lab, Cognitive Neuroscience Center, and Educational Technology Innovation Hub.
https://edu.ui.ac.irThe Faculty of Education and Psychology at University of Isfahan has been at the forefront of educational innovation for over four decades. With 8 departments offering 15 undergraduate and graduate programs in educational sciences, counseling psychology, and educational technology, the faculty serves more than 2,000 students annually. The Child Development Research Center conducts longitudinal studies on early childhood education with over 1,500 participants. The Cognitive Neuroscience Lab is equipped with EEG, eye-tracking, and VR systems for cutting-edge research. The faculty publishes three peer-reviewed journals including the "Journal of Educational Innovations" (indexed in ISC). Community initiatives include the Psychological Services Clinic offering low-cost counseling to the public, and the Teacher Professional Development Center providing continuing education for educators across Isfahan province. International partnerships include student exchange programs with University of Tehran and Allameh Tabataba i University, and joint research projects on inclusive education with UNESCO.
The technology enhanced collaborative learning (TECL) approach concerns with how information and communication technology might support learning in groups of students. This learning strategy can be employed to address students' disengagement concern within the academic settings; however, its effectiveness depends on different variables such as grouping strategies. The main goal of the current research was to investigate how the grouping strategies can enhance learners' engagement in a TECL based context. The study was conducted within a modernized learning environment as part of the UNITEL project. The participants were 38 undergraduate students enrolled in the 'Educational Evaluation' course at the University of Isfahan in 2023-2024 academic year. The course offered in blended mode with TECL as its main learning approach which incorporated two different grouping strategies including student-selected grouping (SSG) and heterogeneously assigned grouping (HAG) strategies. Results revealed the SSG strategy improved students' overall engagement; however, this grouping strategy have not influenced the students' effective engagement significantly. This study suggests that, for the present generation of learners, a group strategy that promotes student control and autonomy within the learning environment may be more effective than a strategy emphasizing the diversity of students' abilities, experiences, and backgrounds. © 2024 IEEE.
The main purpose of this study is to investigate, from a theoretical point of view, virtual universities in comparison with Social Networking Services (SNS). The theoretical framework constitutes of the Human Motivation Theory (HMT) and the Human Factors (HF) in which Facebook as the most popular SNS is compared with virtual university in general. The main features of these technologies were compared in order to consider whether they comply with mentioned theories. Using an exploratory research methodology, this study concludes that SNSs are more adopted with HMT than virtual university. In the other word, Facebook applications as the most popular virtual community with over 500,000,000 users worldwide, is more compliant with HMT to gratify users' needs. Also, from the perspective of human factors, it is more successful than the virtual university.
Bereavement Care (02682621)9(1)pp. 5-7
228 pre-school children whose fathers were killed during the Iran-Iraq war and who attended nurseries run by the Martyrs’ Foundation in the central city of Isfahan, were compared with 124 children from intact families on McGuire and Richman's (1986) Pre-school Behaviour Checklist. Results showed that 1) the overall rate of behaviour problems was lower in Martyrs’ children than controls; 2) among the bereaved children, this rate was significantly lower when the mothers had remarried; 3) sex differences were found in the rates of behaviour problems reported. © 1990, Taylor & Francis Group, LLC. All rights reserved.
Journal of Child and Family Studies (15732843)2(2)pp. 97-108
Out of 228 Iranian preschool Martyrs' children whose behaviour adjustment in the nursery settings was screened using the Preschool Behaviour Checklist, 12 well adjusted, zero scorers were compared with 8 poorly adjusted, high scorers. Using the parent's Behaviour Checklist, high scorers showed significantly more problems at home than zero scorers. On the Malaise Inventory, mothers of high scorers showed poorer mental health than mothers of zero scorers. Home observations showed that mother-child interaction was more aversive in high scorers than in zero scorers. More mothers of zero scorers had remarried. © 1993 Human Sciences Press, Inc.
Dalgleish, T.,
Taghavi, R.,
Neshat doost, H.T.,
Moradi, A.,
Yule, W.,
Canterbury, R. Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)38(5)pp. 535-541
The investigation of cognitive content and processes in childhood anxiety and depression has lagged behind similar research in the adult population. What studies do exist have largely restricted themselves to examining the nature of the thoughts that anxious and depressed children report. There is almost no research examining the ways in which anxious and depressed children perceive, attend to, remember, or think and make judgements about, emotional material. The present study investigated the subjective probability judgements that anxious and depressed children make concerning future negative events. Subjects generated probability estimates either for themselves or for other children for a range of events on a visual analogue scale. Events were either physically-threat-related or socially-threat-related. The results revealed no differences of interest with respect to type of threat but interesting differences between the groups with respect to reference. Depressed subjects estimated that events were equally likely to happen to themselves as to other children whereas both the controls and anxious children estimated that negative events were more likely to happen to others than to themselves, with this effect being stronger in the anxious group. These results are discussed in the context of the adult literature and also the limited literature on emotion-related cognitive processing in children.
Personality and Individual Differences (01918869)23(5)pp. 753-759
The study investigated selective processing of emotional information in childhood depression using a computerised version of the modified Stroop colour naming task. Three groups of children and adolescents - clinically depressed (n-19), patients with mixed depression and anxiety (n= 19), and normal controls (n = 26) - were required to name the colours of depression-related, threat-related, trauma-related, happy, and categorised neutral words. Normal subjects, compared with the patient groups, exhibited faster colour naming overall. There were no significant differences on the colour naming of different categories of words and the performance across the three groups was not significantly different for different categories of words. © 1997 Elsevier Science Ltd.
Dalgleish, T.,
Neshat doost, H.T.,
Taghavi, R.,
Moradi, A.,
Yule, W.,
Canterbury, R.,
Vostanis p., P. Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)39(7)pp. 1031-1035
Previous research into subjective probability estimates for negative events revealed that depressed children estimated events as equally likely to happen to themselves as to other children. In contrast, both controls and anxious children estimated that negative events were more likely to happen to others than to themselves. The present study followed up this finding by investigating the subjective probability judgements concerning future negative events generated by children and adolescents who have recovered from depression. Subjects generated probability estimates either for themselves or for other children for a range of negative events on a visual analogue scale. The results revealed that both recovered depressed and matched control groups estimated negative events as significantly more likely to happen to others than to themselves. It was also found that the recovered depressed subjects estimated that negative events were less likely overall, compared to the controls. These results are discussed in the context of the adult literature.
Journal of Abnormal Psychology (0021843X)107(4)pp. 642-650
An experiment was conducted to examine memory for emotional trait adjectives in depressed children and adolescents. Two groups of children and adolescents, clinically depressed participants and non-clinical controls, were compared on computerized versions of recall and recognition memory tasks. Three groups of words (positive trait adjectives, negative trait adjectives, and categorized neutral words) were used in the experiment. Results showed that the depressed group recalled significantly more negative adjectives than positive adjectives, whereas the control group recalled the same number of positive and negative adjectives. This effect was predicted by the association between age and level of depression, with the depression- related bias becoming stronger with age. Signal detection analysis revealed that the depressed group did not show any bias in the recognition task. The findings are discussed with respect to cognitive theories of depression with consideration of the developmental implications.
Journal of Abnormal Child Psychology (15732835)27(3)pp. 215-223
Recent research has indicated that anxious adult and child patients and high trait-anxious adults selectively shift attention toward threatening stimuli. The present study extends this research and investigates the content-specificity of the effects in clinically anxious and mixed anxious- depressed children and adolescents. Twenty four generally anxious patients, aged 9 to 18, 19 mixed anxious-depressed patients, and 24 normal controls were comparable with respect to age, sex, verbal IQ, and vocabulary level. The participants carried out an attentional deployment task in which probe detection latency data were used to determine the distribution of visual attention for threat-related and depression-related material. The results showed that clinically anxious children, relative to controls, selectively allocated processing resources toward threat stimuli. However, mixed anxious- depressed children, relative to controls, did not show any attentional bias towards either threat- or depression-related stimuli. Preliminary data on age and gender differences are also presented. The results of this study are discussed in the light of previous research.
Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)40(3)pp. 357-361
Adult post-traumatic stress disorder (PTSD) patients often report a wide range of cognitive problems in memory, concentration, attention, planning, and judgement. Evaluation of these cognitive aspects of PTSD in adults has helped to define the nature of the disorder. However, there is a paucity of such work in younger subjects. This study has employed the Rivermead Behavioural Memory Test (RBMT) to examine cognitive factors in children and adolescents with PTSD. Eighteen child and adolescent patients with PTSD and 22 control subjects completed the test. PTSD subjects showed poorer overall memory performance compared with controls. Specifically, they were worse on the prospective and orientation items of the RBMT. The results are discussed in the light of research on everyday memory in adults with PTSD.
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