Bahareh Mohammadi Massiri; mansoureh boahramipourisfahani
Abstract
AbstractThe aim of the research was to assess the effectiveness of Naglieri's executive function intervention on the metacognitive skills, active memory, meta- memory, and cognitive load of students aged 10 to 12 with specific learning disabilities. The research method was quasi-experimental, employing ...
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AbstractThe aim of the research was to assess the effectiveness of Naglieri's executive function intervention on the metacognitive skills, active memory, meta- memory, and cognitive load of students aged 10 to 12 with specific learning disabilities. The research method was quasi-experimental, employing a pre-test-post-test design with a 45-day follow-up period alongside a control group. The statistical population included all 10-12-year-old students with learning disabilities in the Lordegan county during the 2021-2022 academic year. Using purposive sampling, 40 students were selected and randomly assigned to experimental and control groups (20 in each group). The experimental group received 15 sessions of Naglieri's executive function intervention (2014). Research tools included the metacognitive scale by Sperling et al. (2001), active memory test by Daneman and Carpenter (1980), the Trivich multifactorial memory questionnaire (2002), the cognitive load assessment by Paas and Van Merriënboer (1993), and the fifth edition of the WISC-V (2014). Data were analyzed using repeated measures ANOVA. The results indicated that there was a significant difference between students with learning disabilities who attended the training sessions and the control group (P = 0.001). The amount of this difference in research variables in the post-test stage is equal to 0.998 and in the follow-up stage it is equal to 0.977. In other words, 99.8% of the individual differences in research variables including metacognitive skills, working memory, metamemory and cognitive load in the post-test stage and 97.7% in the follow-up stage are related to group membership or the intervention of executive functions of Nagliri.Therefore, it can be concluded that Naglieri's executive function intervention had a significant impact on the metacognitive skills, active memory, long-term memory, and cognitive load of 10 to 12-year-old students with specific learning disabilities, and its effects were sustained over time. As a result, it is recommended that psychologists and counselors utilize executive function intervention strategies to enhance the metacognitive skills, active memory, matamemory, and cognitive load of students with specific learning disabilities.Keywords: Special Learning Disorder, Cognitive Load, Active Memory, Metamemory, Nagliri Executive Functions, Metacognitive Skills. Extended AbstractIntroductionLearning disability is a significant aspect of the field of education that pertains to the development of abilities such as listening, speaking, reading, writing, reasoning, and arithmetic, which encompass the domain of mathematics (Flitch & Lyon, 2018). Amiri (2014) pointed out that learning disabilities can lead to academic struggles, thereby adversely impacting metacognitive skills. Metacognitive skills refer to higher-order knowledge or processes associated with the evaluation, monitoring, and control of one's own cognitive functions (Brintus & Valenzola). Research by Pass and Van Merinb (2020) has demonstrated that children with learning disabilities often exhibit memory and learning difficulties. Shvandi and Khalili (1399) have reported that the performance of extensive conservation among children with learning disabilities is generally low. Research conducted by Zhou and Ioost (2022) and Ziara (2022) confirmed a significant correlation between cognitive functions and learning. In other words, the variable of cognitive load involves the duration of processing information within active or short-term memory before encoding it for subsequent storage in long-term memory (Zhou & io Dost, 2022). In the context of psychological research, executive functions represent a set of cognitive capabilities that are crucial for the management, monitoring, and regulation of lower-level cognitive processes in order to achieve effective information processing during task execution (Gordon & Todder, 2020). Executive functions play a significant role in enhancing the ability to switch tasks (known as task-switching), updating memory, inhibiting irrelevant information, multitasking, and maintaining attention (Enricois-Gpert, Heroter & Herman, 2013).Research Question(s)The primary objective of the present study is to investigate whether the inclusion of the executive functions of the Naglieri assessment has a positive impact on the metacognitive skills, active memory, long-term memory, and cognitive load of 10- to 12-year-old students with learning disorders.Literature ReviewThe literature review for this research is based on the following key references:Metacognition Scale for Children, developed by Sperling, Howard and Miller (2002), is designed for children aged 8 to 12 years old.The Cognitive Load Assessment tool, formulated by Paas and Van Merinbuer (1994).Active Memory Test by Daniman and Carpenter (1980).Multi-Factor Memory Questionnaire by Terrier and Rich (2002).Children's Intelligence Scale 5th edition (WISC-V).MethodologyThe research methodology employed in this study was of a quasi-experimental design with a pretest-intervention-retest and follow-up phase lasting 45 days, featuring a control group.ResultsThe findings of the study revealed a significant difference between students with learning disorders who participated in the training sessions and those in the control group (p = 0.001). Furthermore, the discrepancies in the research variables between the pre-test stage and the first follow-up phase amounted to 0.998, while the second follow-up phase showed a slight decrease to 0.977. This indicates that, for both the intervention group and the control group, 99.8% and 97.7% of the individual differences in the respective research variables – such as metacognitive skills, active memory, long-term memory, and cognitive load – showed noticeable improvements during the first and second follow-up phases, respectively.Tablae1. Overall Results of Multi-Variable Analysis Analysis AnalysisStepsGroup effectsValueFThe degree of freedom of hypothesisThe degree of freedom of errorSignificant levelThe amountImpactPowerStatisticsAfter the testPillai's Trace0/9983196/734310/0010/9981/000Wilks' Lambda0/0023196/734310/0010/9981/000Hotelling's Trace412/483196/734310/0010/9981/000.Roy's Laragest Root 412/483196/734310/0010/9981/000followupPillai's Trace0/977322/3694310/0010/9971/000Wilks' Lambda0/023322/3694310/0010/9971/000Hotelling's Trace41/72322/3694310/0010/9971/000.Roy's Laragest Root 41/72322/3694310/0010/9971/000DiscussionThe research findings are in line with the positive effects of Naglieri's executive function intervention on metacognitive skills, corroborating previous studies by Kubota et al. (2023) and Khodari et al. (2022). According to the aforementioned account, it can be asserted that instructing students on specific abilities such as maintaining composure, thoughtfully considering their responses, observing turn-taking norms, exhibiting patience, actively focusing on diverse contextual elements, being responsible and vigilant, paying heed to visual cues, employing visualization techniques, refining perception, allocating one's attention, engaging in organized game activities, attentively listening to others, adhering to guidelines, structuring tasks, and continuously exercising mental awareness can lead to the improvement of response control in these students.Interventions targeting the improvement of executive functions have been found to augment brain activity in the prefrontal cortex (Sardari, 2014). As evidenced by Effendi (2017), enhanced executive functioning correlates with heightened cognitive abilities, which subsequently leads to an enhancement in learning capabilities within the domain of metacognitive skills. The findings of the current study corroborate the positive impact of Naglieri's executive function intervention on active memory, consistent with the outcomes reported by previous researchers, such as those reported by liberation, nia and Rezao (2022) and Narimani et al. (2012). Based on the presented findings, it can be asserted that the teaching of executive functions plays a crucial role in the management and direction of academic behavior and success (Buck, 2014) as it equips students with the ability to initiate and complete tasks while persevering through challenges (Divin, 2014). By honing executive function skills, students can significantly bolster their active memory performance by employing techniques such as chunking, or breaking down larger information blocks into more manageable units. This process occurs through targeted practice and repetition, thereby transforming information processing into an automatic and efficient routine (liberation, nia & Rezao, 2022).The current research findings are congruent with the positive effects of Naglieri's executive function intervention on long-term memory, aligning with earlier studies conducted by Mouti and Omar (2020) and Shvandi and Khalili (2019). According to these findings, the dominance of certain executive functions, such as attention, language, spatial processing, and memory, is essential in explaining these outcomes. These skills are developed through experience, education, and learning, and the training of executive functions, with their impact on brain hemisphere activity, enhances cognitive performance. This relationship implies that cognitive executive functions act as a necessary resource for active memory utilization in specific educational activities or learning tasks, and according to the underlying theory, learning can be negatively impacted when the active memory capacity is not sufficient to support effective task completion. The cognitive theory contends that numerous conventional educational methods overlook the limitations of human cognition by placing undue burden on the learner's active memory. To rectify this, the theory advocates for the careful selection of educational methods, taking into account active memory constraints and emphasizing the necessity of aligning educational techniques with foundational principles of the human cognitive system (Gharbi et al., 2010).ConclusionGiven the findings of this research, it is recommended that psychologists and counselors should integrate executive function intervention methods as a means to improve the metacognitive skills, active memory, long-term memory, and cognitive load of students with specific learning disabilities.Conflict of interestIn the conduct of this study, there was no conflict of interest. The researcher would like to express gratitude to all the 10-12-year-old students with learning disorders from Lordegan County who contributed to the research.AbstractThe aim of the research was to assess the effectiveness of Naglieri's executive function intervention on the metacognitive skills, active memory, meta- memory, and cognitive load of students aged 10 to 12 with specific learning disabilities. The research method was quasi-experimental, employing a pre-test-post-test design with a 45-day follow-up period alongside a control group. The statistical population included all 10-12-year-old students with learning disabilities in the Lordegan county during the 2021-2022 academic year. Using purposive sampling, 40 students were selected and randomly assigned to experimental and control groups (20 in each group). The experimental group received 15 sessions of Naglieri's executive function intervention (2014). Research tools included the metacognitive scale by Sperling et al. (2001), active memory test by Daneman and Carpenter (1980), the Trivich multifactorial memory questionnaire (2002), the cognitive load assessment by Paas and Van Merriënboer (1993), and the fifth edition of the WISC-V (2014). Data were analyzed using repeated measures ANOVA. The results indicated that there was a significant difference between students with learning disabilities who attended the training sessions and the control group (P = 0.001). The amount of this difference in research variables in the post-test stage is equal to 0.998 and in the follow-up stage it is equal to 0.977. In other words, 99.8% of the individual differences in research variables including metacognitive skills, working memory, metamemory and cognitive load in the post-test stage and 97.7% in the follow-up stage are related to group membership or the intervention of executive functions of Nagliri.Therefore, it can be concluded that Naglieri's executive function intervention had a significant impact on the metacognitive skills, active memory, long-term memory, and cognitive load of 10 to 12-year-old students with specific learning disabilities, and its effects were sustained over time. As a result, it is recommended that psychologists and counselors utilize executive function intervention strategies to enhance the metacognitive skills, active memory, matamemory, and cognitive load of students with specific learning disabilities.Keywords: Special Learning Disorder, Cognitive Load, Active Memory, Metamemory, Nagliri Executive Functions, Metacognitive Skills. Extended AbstractIntroductionLearning disability is a significant aspect of the field of education that pertains to the development of abilities such as listening, speaking, reading, writing, reasoning, and arithmetic, which encompass the domain of mathematics (Flitch & Lyon, 2018). Amiri (2014) pointed out that learning disabilities can lead to academic struggles, thereby adversely impacting metacognitive skills. Metacognitive skills refer to higher-order knowledge or processes associated with the evaluation, monitoring, and control of one's own cognitive functions (Brintus & Valenzola). Research by Pass and Van Merinb (2020) has demonstrated that children with learning disabilities often exhibit memory and learning difficulties. Shvandi and Khalili (1399) have reported that the performance of extensive conservation among children with learning disabilities is generally low. Research conducted by Zhou and Ioost (2022) and Ziara (2022) confirmed a significant correlation between cognitive functions and learning. In other words, the variable of cognitive load involves the duration of processing information within active or short-term memory before encoding it for subsequent storage in long-term memory (Zhou & io Dost, 2022). In the context of psychological research, executive functions represent a set of cognitive capabilities that are crucial for the management, monitoring, and regulation of lower-level cognitive processes in order to achieve effective information processing during task execution (Gordon & Todder, 2020). Executive functions play a significant role in enhancing the ability to switch tasks (known as task-switching), updating memory, inhibiting irrelevant information, multitasking, and maintaining attention (Enricois-Gpert, Heroter & Herman, 2013).Research Question(s)The primary objective of the present study is to investigate whether the inclusion of the executive functions of the Naglieri assessment has a positive impact on the metacognitive skills, active memory, long-term memory, and cognitive load of 10- to 12-year-old students with learning disorders.Literature ReviewThe literature review for this research is based on the following key references:Metacognition Scale for Children, developed by Sperling, Howard and Miller (2002), is designed for children aged 8 to 12 years old.The Cognitive Load Assessment tool, formulated by Paas and Van Merinbuer (1994).Active Memory Test by Daniman and Carpenter (1980).Multi-Factor Memory Questionnaire by Terrier and Rich (2002).Children's Intelligence Scale 5th edition (WISC-V).MethodologyThe research methodology employed in this study was of a quasi-experimental design with a pretest-intervention-retest and follow-up phase lasting 45 days, featuring a control group.ResultsThe findings of the study revealed a significant difference between students with learning disorders who participated in the training sessions and those in the control group (p = 0.001). Furthermore, the discrepancies in the research variables between the pre-test stage and the first follow-up phase amounted to 0.998, while the second follow-up phase showed a slight decrease to 0.977. This indicates that, for both the intervention group and the control group, 99.8% and 97.7% of the individual differences in the respective research variables – such as metacognitive skills, active memory, long-term memory, and cognitive load – showed noticeable improvements during the first and second follow-up phases, respectively.Tablae1. Overall Results of Multi-Variable Analysis Analysis AnalysisStepsGroup effectsValueFThe degree of freedom of hypothesisThe degree of freedom of errorSignificant levelThe amountImpactPowerStatisticsAfter the testPillai's Trace0/9983196/734310/0010/9981/000Wilks' Lambda0/0023196/734310/0010/9981/000Hotelling's Trace412/483196/734310/0010/9981/000.Roy's Laragest Root 412/483196/734310/0010/9981/000followupPillai's Trace0/977322/3694310/0010/9971/000Wilks' Lambda0/023322/3694310/0010/9971/000Hotelling's Trace41/72322/3694310/0010/9971/000.Roy's Laragest Root 41/72322/3694310/0010/9971/000DiscussionThe research findings are in line with the positive effects of Naglieri's executive function intervention on metacognitive skills, corroborating previous studies by Kubota et al. (2023) and Khodari et al. (2022). According to the aforementioned account, it can be asserted that instructing students on specific abilities such as maintaining composure, thoughtfully considering their responses, observing turn-taking norms, exhibiting patience, actively focusing on diverse contextual elements, being responsible and vigilant, paying heed to visual cues, employing visualization techniques, refining perception, allocating one's attention, engaging in organized game activities, attentively listening to others, adhering to guidelines, structuring tasks, and continuously exercising mental awareness can lead to the improvement of response control in these students.Interventions targeting the improvement of executive functions have been found to augment brain activity in the prefrontal cortex (Sardari, 2014). As evidenced by Effendi (2017), enhanced executive functioning correlates with heightened cognitive abilities, which subsequently leads to an enhancement in learning capabilities within the domain of metacognitive skills. The findings of the current study corroborate the positive impact of Naglieri's executive function intervention on active memory, consistent with the outcomes reported by previous researchers, such as those reported by liberation, nia and Rezao (2022) and Narimani et al. (2012). Based on the presented findings, it can be asserted that the teaching of executive functions plays a crucial role in the management and direction of academic behavior and success (Buck, 2014) as it equips students with the ability to initiate and complete tasks while persevering through challenges (Divin, 2014). By honing executive function skills, students can significantly bolster their active memory performance by employing techniques such as chunking, or breaking down larger information blocks into more manageable units. This process occurs through targeted practice and repetition, thereby transforming information processing into an automatic and efficient routine (liberation, nia & Rezao, 2022).The current research findings are congruent with the positive effects of Naglieri's executive function intervention on long-term memory, aligning with earlier studies conducted by Mouti and Omar (2020) and Shvandi and Khalili (2019). According to these findings, the dominance of certain executive functions, such as attention, language, spatial processing, and memory, is essential in explaining these outcomes. These skills are developed through experience, education, and learning, and the training of executive functions, with their impact on brain hemisphere activity, enhances cognitive performance. This relationship implies that cognitive executive functions act as a necessary resource for active memory utilization in specific educational activities or learning tasks, and according to the underlying theory, learning can be negatively impacted when the active memory capacity is not sufficient to support effective task completion. The cognitive theory contends that numerous conventional educational methods overlook the limitations of human cognition by placing undue burden on the learner's active memory. To rectify this, the theory advocates for the careful selection of educational methods, taking into account active memory constraints and emphasizing the necessity of aligning educational techniques with foundational principles of the human cognitive system (Gharbi et al., 2010).ConclusionGiven the findings of this research, it is recommended that psychologists and counselors should integrate executive function intervention methods as a means to improve the metacognitive skills, active memory, long-term memory, and cognitive load of students with specific learning disabilities.Conflict of interestIn the conduct of this study, there was no conflict of interest. The researcher would like to express gratitude to all the 10-12-year-old students with learning disorders from Lordegan County who contributed to the research.
Maryam Vismeh; Mahnaz Esteki; Navid Mirzakhani
Abstract
Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was ...
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Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.
Extended Abstract
Introduction
The term "dyslexia" refers to a reading disability characterized by difficulties with accurate and fluent word recognition, reading speed or fluency, decoding and spelling abilities, and poor reading comprehension (American Psychiatric Association, 2013). There is a close relationship between the ability to read and executive functions. Executive functions are a set of skills such as decision-making, planning, inhibition, and organization, requiring high-order cognitive abilities such as attention, working memory, language, perception, and creative thinking (Hoskyn, Iarocci, Young, 2017). Computer-based executive functions training is one the new treatments that has an interdisciplinary nature, and through cognitive training, it tries to improve the brain plasticity and provides lasting improvements (O'Connel, Bellgrove, Robertson, 2007, quoted in Khanzadeh, Latif Zanjani and Taher, 2017).
The concepts of sensory integration theory come from human development, psychological neuroscience, and occupational therapy. Its purpose is to correct students' problems using a combination of sensory dimensions in the educational process. According to Ayres' theory, a sensory integration disorder is the primary cause of learning failures, and overcoming this disorder can facilitate learning (Mirzakhani, Shahbazi, and Alizadeh, 2108). Correct and timely diagnosis and implementation of educational and rehabilitative interventions are crucial to overcome this disorder. No studies have demonstrated the effect of sensory integration and executive functions on students with dyslexia, making it an important topic for research. To fill this gap, this study was conducted to examine the impact of sensory integration and executive functions on students with dyslexia.
Literature Review
According to past studies, students with dyslexia have been shown to be deficient in executive functions (Akyürek & Bumin, 2019; Fisher et al., 2019). Computer-based strategies are a rehabilitation treatment for students with learning disabilities that aim to improve their working memory, executive functions, and reading performance, as noted in the study by Ranjbar et al. (2018). Peters et al. (2021) investigated the impact of video game training on text reading accuracy in students with dyslexia. The findings indicated that visual attention can have a significant impact on reading performance. Sensory-motor integration exercises are a rehabilitation strategy that can help students with learning disabilities. According to the study by Sadati Firouzabadi and Abbasi (2017), sensory-motor integration can alleviate reading problems in students with learning disabilities.
Methodology
This study is an experimental design with a pre-test, a post-test, and a follow-up phase. The population consists of all students with learning disabilities in the elementary school in the 2nd and 5th districts of Tehran during the 2019-2020 school year. In this study, 30 students aged 8-11 with dyslexia who met the inclusion criteria were selected randomly by convenient sampling. After sampling, participants were homogenized in terms of variables such as age, gender, and intelligence. They were then randomly divided into three groups of 10 people. Participants were evaluated in the pre-test, post-test, and follow-up using the Wechsler Intelligence Scale for Children, Fourth Edition, Dyslexia Screening Test, n-back paradigm, and Sensory Profile. After 4 months, the follow-up phase was implemented. Randomly, the first group received computer-based executive function training for 20 30-minute sessions, and the second experimental group received a sensory-motor integration intervention for the same period. After the research was completed, the control group received the intervention.
Conclution
The aim of this study was to compare the effectiveness of two interventions, computer-based executive functions training and sensory integration, on students with dyslexia. The results indicated that both interventions were beneficial but sensory integration intervention had a more long-lasting effect. Previous research has shown that computer-based executive functions training and visual skills-based computer games can improve dyslexia symptoms, as reported in previous studies by Pourfarehmand and Taher (2019) in terms of visual-auditory perception and reading speed, and García-Redondo et al. (2019) regarding attention. Additionally, cognitive training through computer games aims to teach cognitive functions by focusing on neurobiological processes and structural changes in brain neurons related to executive functions. Visual skills-based computer games foster brain plasticity, leading to improved learning.
The theoretical basis offers an explanation for the effects of sensory integration intervention on dyslexia symptoms based on brain plasticity mechanisms. Brain plasticity indicates that learning is what the human brain does best. Learning changes the brain because it can respond to any new behavior, experience, or stimulation. By understanding how the brain learns, we can optimize educational resources. The effects of sensory integration on dyslexia symptoms may be attributed to brain plasticity and flexibility. The intervention is designed based on unique sensory patterns, providing an attractive and creative learning environment that helps students respond to the demands of their daily lives, as reported in previous studies by Alizadeh Zarei and Maleki (2016).
However, limitations of this study include the small sample size, geographical region, and sample loss due to the COVID-19 pandemic. Further research should be conducted in other groups and regions in students with other learning disorders such as dyscalculia and dysgraphia. Additionally, educational workshops should be held for counselors, psychologists, and teachers to learn how to use these interventions. Elementary school teachers should focus on antecedents of reading such as strengthening executive functions and sensory-motor integration exercises.
Keywords: Special Learning Disorder, Computer Games, Executive Functions, Dyslexia, Sensory Integration.
hassan yaghoubi; Saber Zarvan; Ezzatollah Ahmadi
Abstract
Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of ...
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Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of the effect of teaching listening time perception on improving the phonological elimination skills of fourth-grade elementary students with special learning disabilities in reading. This research is a quasi-experimental study with pre-test and post-test, has an experimental group and a control group. The statistical population includes all students of fourth-grade elementary school boys in Saqqez with special learning disabilities in reading who were introduced to the centers of learning disabilities in the academic year of 1998-99. Using the available sampling method, a sample of 20 students from educational disability centers in Saqqez was selected. Then, 10 children in the experimental group and 10 children in the control group were randomly selected. The tools used in this study are the subtraction wave removal test, worm reading test and optical (2006). The number of educational intervention sessions includes 7 sessions for the experimental group. And the post-test was performed immediately on the experimental and control groups. One-way analysis of covariance was used to analyze the data. The results showed that the training of listening time perception in the experimental group compared to the control group had a significant effect on improving children's phonological elimination skills. Listening time training in students with special learning disabilities in reading leads to improved elimination skills and improves their reading performance.
yousef dehghani; sadegh hekmatiyan fard
Abstract
The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade ...
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The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.
maryam safara; Mohammad Bakhshizade
Abstract
this study was to investigate the effect of forgiveness education on the psychological well-being and happiness of mothers of students with special learning disorder in Tabas. The present study is a semi-experimental two-group pretest-posttest design. The statistical population of all mothers with children ...
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this study was to investigate the effect of forgiveness education on the psychological well-being and happiness of mothers of students with special learning disorder in Tabas. The present study is a semi-experimental two-group pretest-posttest design. The statistical population of all mothers with children with special learning disorder was in Tabas city during the academic year 1396-1396. To collect data, a sample of 30 people was selected by simple random sampling. The tools used to achieve the research goals were Oxford Happiness Questionnaire (Hill and Argyle, 2002) and Reif's Psychological Well-being Scale (1989). For data analysis, descriptive statistics such as mean, standard deviation and single covariance analysis Variable and Multivariate. The findings showed that the mean of the experimental group in the components of psychological well-being and happiness increased compared to the control group. It can be said that forgiveness education has been effective on the psychological well-being and happiness of mothers of students with special learning disorder, therefore the results represent new horizons in clinical interventions and can be used as an effective intervention method.