کیوان کاکابرایی

Purpose: The aim of this research was determining the relationship between cognitive appraisals and social problem solving with coping styles with stressful factors in university students. Methodology: The present study was cross-sectional from type of correlation. The research population was all undergraduate students of Islamic Azad University of Saveh branch in 2019-2020 academic years. There were 418 of them the sample size was calculated according to Cochran's formula 220 people who were selected by multi-stage cluster sampling method. The research tools were the questionnaires of cognitive appraisals (Folkman & Lazarus, 1985), social problem solving (D’Zurilla & et al, 2002) and coping styles with stressful factors (Endler & Parker, 1990). Data were analyzed by structural equation modeling method with using path analysis in LISREL-8.8 software. Findings: The findings showed that the primary appraisals had a significant negative effect on problem-oriented style and a significant positive effect on emotion-oriented and avoidance styles, secondary appraisals had a significant positive effect on problem-oriented style and a significant negative effect on emotion-oriented and avoidance styles, adaptive social problem solving had a significant positive effect on problem-oriented style and a significant negative effect on emotion-oriented and avoidance styles and maladaptive social problem solving had a significant negative effect on problem-oriented style and a significant positive effect on emotion-oriented style (P<0.05), but maladaptive social problem solving had no significant effect on avoidance style (P>0.05). Conclusion: Based on the results, to improve coping styles with stressful factors (increase problem-oriented style and decrease emotion-oriented and avoidance styles) can be designed and implemented programs to increase secondary cognitive appraisals and adaptive social problem solving and decrease primary cognitive appraisals and maladaptive social problem solving.

The present study aimed to investigate the effect of domain-specific and domain-general precursors of mathematical training on preschoolers' number sense and estimation. This study adopted a quasi-experimental, pretest-posttest-follow-up design. The statistical population comprised all preschoolers in Kermanshah (Iran) in 2020. Using multi-stage cluster random sampling, a sample of 45 was selected and allocated to three groups (15 per group). The data were collected using the short form of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Number Sense Screener, and the PLUS test (number estimation). The data were analyzed using descriptive statistics and repeated-measures analysis of variance (ANOVA). The mean (SD) of IQ was 95.91 (4.21) in the working memory group and 97.78 (3.38) and 96.66 (4.03), respectively, in the number estimation and control groups. In the linear combination of number estimation variables in terms of group membership, the group x time interaction was significant on the pretest, posttest, and follow-up (p<0.01). The difference in the mean scores of the working memory, number estimation, and control groups was also significant on the variable of number sense (p<0.01). There was no significant difference in the effectiveness of the two training methods on the posttest and follow-up, and both interventions exerted the same effect on improving number sense and estimation.