Cognitive psychology and school learning
nafiseh sadat nekouee; zahra Hashemi
Abstract
The current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran ...
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The current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran (academic year 2022-2023).), a total of 383 students participated through available and voluntary sampling, completed the Alabama Positive Parenting (Frik, 1991), Brief Executive Functions (Gioia et al., 2000) and Social-Emotional Competence (Zhou et al., 2012) questionnaires. Correlation coefficient and path analysis used for data analysis. Findings showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Additionally, the relationship of parenting with dimensions of executive functions was also positive. Thus, since the the relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, the mediating role is incomplete. The present study provides evidence that positive parenting may act as a desirable pathway for intervention. In this way, focusing separately on the child's executive function and parenting may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.
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.
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.
Mohammad Javad Yazdani; Hamidreza Hassanabadi; Parvin Kadivar; Mohamdhosein Abdollahi
Abstract
The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 ...
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The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.
