Cognitive psychology and school learning
Zahra Nasiri; Hamdollah Manzari Tavakoli; Amanollah Soltani; Anahita Bahreyni
Abstract
Mentally retarded children, as a special and vulnerable group in society, often have limited academic skills for various reasons. One of important reason in this field can be executive functions. Therefore, this research aimed to studying the role of executive functions in predicting the mathematical ...
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Mentally retarded children, as a special and vulnerable group in society, often have limited academic skills for various reasons. One of important reason in this field can be executive functions. Therefore, this research aimed to studying the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population consisted of all students studying in elementary schools with mental disabilities in exceptional schools in the city of Kerman during the academic year 1402-1401 A sample of 278 individuals selected using stratified random sampling. BRIEF executive function questionnaire and teacher-made mathematics test used to collect data. Data analysis conducted using SPSS 25 and AMOS 24 software. The results of the research showed: the model of the role of executive functions in predicting the academic skills of mentally retarded elementary students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials, and revision with mathematical academic skills of intellectually disabled students so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The most important predictors of math academic skills in mentally retarded students were planning and working memory, respectively.
