AliAkbar Sharifi; Zeinab Khorami
Abstract
The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical ...
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The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical population included all mothers of children with ADHD in Kashan, from whom 32 people were selected by convenience sampling and randomly assigned to experimental and control groups. Harter’s academic motivation questionnaire (1981) and Behavior Rating Inventory of Executive Function were used. After the pre-test, the experimental group received positive parenting training in 7 sessions of 60 minutes, and the control group did not receive any training. After all training sessions, a post-test was performed. Data were analyzed by analysis of covariance and SPSS-26 software. The results showed that positive parenting education to mothers has a significant effect on executive functions and academic motivation (F = 71.63 and p <0.01) of children with attention deficit hyperactivity disorder. It seems that positive parenting education for mothers improves executive functions and academic motivation of children with attention deficit hyperactivity disorder.
Behroz Foroghi Pordanjani; Aliakbar Sharifi
Abstract
The aim of the current study was explaining the relationship of self-discrepancy and academic resilience with academic procrastination in students. The research method was descriptive-correlational. The statistical population of the present study included all students of Shahrekord University of Medical ...
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The aim of the current study was explaining the relationship of self-discrepancy and academic resilience with academic procrastination in students. The research method was descriptive-correlational. The statistical population of the present study included all students of Shahrekord University of Medical Sciences, from which 242 students were selected by cluster sampling. Higgins` scale of self-discrepancies (1987), samuels` academic resilience questionnaire (2004), and sevari` academic procrastination questionnaire (2012) were used for collecting the data. For data analysis, Pearson correlation quotient and Stepwise multiple regression were used. The results showed a positive and significant correlation between ought-actual (r = 0.36) and actual -ideal (r = 0.39) with academic procrastination but not between resilience and academic procrastination.In addition, stepwise regression analysis showed that among the predictor variables, the actual-ideal self-discrepancy could predict more than 15% of the variance of academic procrastination. People with self-discrepancy are more likely to be procrastinating. Ideal-actual self-discrepancy is also the strongest predictor of procrastination. Thus, students who experience a great deal of difference between their actual and ideal self are more procrastinating than those who experience a difference between their actual and ought self.
