@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):217-221
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):217-221
Correlation between Students’ Educational Status and Brains’ Cognitive Abilities
ARTICLE INFO
Article Type
Original ResearchAuthors
Nejati V. ()() Psychology Department, Educational Sciences & Psychology Faculty, Shahid Beheshti University, Tehran, Iran
Correspondence
Address: Institute of Cognitive and Brain Sciences, Shahid Beheshti University, Velenjak, Tehran, IranPhone: +982129902339
Fax: +982129902339
nejati@sbu.ac.ir
Article History
Received: April 29, 2013Accepted: August 28, 2013
ePublished: December 15, 2013
ABSTRACT
Aims
Monitoring of educational status of the students is a duty of educational systems
of universities. Cognitive abilities of the brain play an axial role in learning and academic
success. The purpose of present study was the evaluation of correlation between educational
status and cognitive abilities in university students.
Materials & Methods This cross-sectional case study was done among the students of Shahid Beheshti University in 2012 and 395 persons were selected with achievable sampling method. The used tool was the questionnaire with 30 items of cognitive abilities in 7 subscales of “correlation of memory”, “inhibitory control and selective attention”, “decision making”, “planning”, “sustain attention”, “social cognition” and “cognitive flexibility”. Pearson correlation test was used to evaluate the correlation between grade point average and executive functions.
Findings A significant correlation was seen between grade point average and all the cognitive abilities and the subscales correlation of memory, inhibitory control and selective attention, decision making, planning, sustain attention and cognitive flexibility (all were in p=0.0001 level), except social cognition (p=0.969).
Conclusion The subscales of the cognitive abilities i.e. “correlation of memory”, “inhibitory control and selective attention”, “decision making”, “planning”, “sustain attention” and “cognitive flexibility” have a positive relation with students’ grade point average.
Materials & Methods This cross-sectional case study was done among the students of Shahid Beheshti University in 2012 and 395 persons were selected with achievable sampling method. The used tool was the questionnaire with 30 items of cognitive abilities in 7 subscales of “correlation of memory”, “inhibitory control and selective attention”, “decision making”, “planning”, “sustain attention”, “social cognition” and “cognitive flexibility”. Pearson correlation test was used to evaluate the correlation between grade point average and executive functions.
Findings A significant correlation was seen between grade point average and all the cognitive abilities and the subscales correlation of memory, inhibitory control and selective attention, decision making, planning, sustain attention and cognitive flexibility (all were in p=0.0001 level), except social cognition (p=0.969).
Conclusion The subscales of the cognitive abilities i.e. “correlation of memory”, “inhibitory control and selective attention”, “decision making”, “planning”, “sustain attention” and “cognitive flexibility” have a positive relation with students’ grade point average.
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