جستجوی مقالات مرتبط با کلیدواژه « کارکردهای اجرایی » در نشریات گروه « روانشناسی »

This study aimed to determine the effectiveness of Captain's Log computerized cognitive rehabilitation on reading performance and executive functions of dyslexic students. The research method was semi-experimental with a pre-test-post-test design, a control group, with a one-month follow-up period. The statistical population included all dyslexic male and female students aged 8-12  who had been referred to the Education and Rehabilitation Center for Special Learning Difficulties No. 2, District 1, Karaj City, in the academic year 2021-2022. Among them, 30 students were purposefully included in the study and were randomly assigned to two test groups (15 people in each group). The intervention group students were subjected to Captain's Log computerized cognitive rehabilitation intervention for 45 minutes twice a week for 10 sessions. The research tools included the reading and dyslexia test (RDT-NEMA - Karami Nouri and Moradi, 2014), the executive performance behavior rating list (BRIEF - Givia et al., 2000), and the Captain's Log software (2018 version). Data analysis was done by variance analysis with repeated measurements. The findings showed a significant difference between the post-test average reading performance and executive functions in the experimental and control groups (P < 0.01). In addition, the results showed that this intervention could significantly maintain its effect over time (P < 0.01). It can be concluded that with the help of Captain's Log computer-based cognitive rehabilitation, an effective step can be taken to improve the reading performance and executive functions of dyslexic students.

The present study was conducted to predict risky sexual behaviors of female high school students based on executive functions and emotion regulation. The present research method was descriptive-correlational. The statistical population included all female secondary school students of Babol City in the academic year of 2022-2023, from which 200 people were selected as a sample using available and non-random sampling methods. Data were collected using Zarei et al.'s Risky Sexual Behavior Questionnaire (RSBQ, 2009), Gioia et al.'s Behavioral Rating List Of Executive Functions (BRIEF, 2000), and Garnefski & Kraaij's Cognitive Emotion Regulation Questionnaire (CERQ, 2006). Multiple regression analysis was used to analyze the data. The findings of the research showed that executive functions and emotion regulation were able to predict sexual risky behaviors (p<0.05) and in total explain 49% of the variance of sexual risky behaviors. Therefore, it can be concluded that executive functions and emotion regulation play a significant role in predicting risky sexual behaviors and the need to pay attention to these factors seems necessary to reduce risky sexual behaviors in students.

The present study aimed to investigate the mediating role of academic self-efficacy concerning executive functions and academic vitality in academically gifted students via a descriptive-correlational research method and structural equation modeling (SEM). The statistical population of the research included all the academically gifted students of the first secondary school (7th and 8th grades) who were studying in Isfahan gifted schools in the second half of the academic year 2022-2023. 340 individuals were selected as a sample via a convenient sampling technique. The research tools included the Academic Vitality Questionnaire (AVQ) by Hossein Jari and Dehghanizadeh (2011), the Barkley Deficits in Executive Functioning Scale (BDEFS) by Barkley (2011), and the Morgan-Jinks Student Efficacy Scale (MJSES) by Morgan-Jinks (1999). Structural equation modeling (SEM) was employed to analyze the data. The results demonstrated the optimal fit of the research model. Also, the results showed that executive functions have a positive and significant correlation with academic vitality (P < 0.05). Besides, it affects academic vitality directly and indirectly through the mediation of student self-efficacy (P< 0.05). These results indicated that executive functions could, directly and indirectly, explain academic vitality in academically gifted students with the mediation of self-efficacy.

The aim of the study was to predict social adequacy based on positive and negative symptoms with the mediating role of executive functions in patients with schizophrenic. The population included all schizophrenic patients in Isfahan who were hospitalized in Modares and Farabi hospitals and were not in the acute stage of the disease at the time of the research. 129 people, i.e. 66 women and 63 men, were selected based on the criteria for entering the study by purposive sampling. Felner's Social Adequacy Questionnaire (1990), Nejati Executive Workers Questionnaire (2013), and Andreessen's Positive and Negative Symptoms Scale (1984) were used. The resulting data were analyzed at two descriptive and inferential levels. Hypotheses were tested using structural equations and path analysis. The results showed that the prediction model of social adequacy based on positive and negative symptoms of schizophrenia with the mediating role of executive functions has a favorable fit and executive functions can play a mediating role in the relationship between variables of negative symptoms and social adequacy (P<0.05). The results of path analysis showed that there is a negative and significant impression between negative symptoms and social competence (P<0.01) a positive and significant impression between negative symptoms and executive functions (P<0.01) between executive functions and social competence of patients, a negative and significant impression with schizophrenia (P<0.05).

The aim of the present study was to improve reading skills by improving effective mechanisms including selective attention and inhibition using mindfulness and Sahaja Yoga techniques in a group of fifth grade students with academic and attention problems. In a post-test experimental design with a one-month follow-up, 200 male and female students with academic failure from two schools volunteered to participate in the study in Tehran. They were introduced to the researcher by their teachers. Of these, 60 girls and 60 boys were selected for the study according to the inclusion and exclusion criteria. These girls and boys were randomly divided into three groups: mindfulness program (experimental group 1), Sahaja Yoga program (experimental group 2) and no intervention (control group). In total, 20 girls and 20 boys were placed in each group. After the end of intervention, all three groups in the post-test and follow-up stages completed the tests of reading skills based on Perls’ selective attention d2 and the Stroop test to measure inhibition. Results of mixed analysis of variance showed that meditation improved reading skills and executive function of students' selective attention and inhibition. This effect remained relatively stable over time. In addition, Sahaja Yoga intervention was more effective on reading skills and selective attention than mindfulness. The effect of time and the interaction effect of time × group were not significant for any of the dependent variables. It seems that meditation may be more suitable as it is easier to apply in various settings to reduce learning problems and applying academic skills and may be more available than other methods to professional and non-professional experts.

This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.

Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety.

This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis.

Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions.

Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed.

The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.

The aim of this study was to examine the effectiveness of music therapy on the executive functions of aggressive female students. This quasi-experimental research had a pretest-posttest control group design. Random cluster sampling method was utilized and 30 aggressive students were selected from among female elementary school students in District 4 of Karaj in 2020-2021 school year. The drawn sample was randomly assigned to the experimental and control groups. The research instruments included the Aggression of Elementary School Children Questionnaire (Shahim, 2006), The Wisconsin Card Sorting Test (Grant & Berg, 1948), the Continuous Performance Test (Rosvold et al., 1956), and the Stroop test (1935). The experimental group underwent music therapy in 8 sessions. Data were analyzed via multivariate analysis of covariance. Results showed that in the experimental group, cognitive flexibility increased significantly compared to the control group (p<0.001). On the continuous performance test, a significant effect was observed on improved sustained attention in the experimental group (p<0.001) because the number of errors in the experimental group decreased compared to the control group. On the Stroop test, a significant effect was observed on improving inhibition in the experimental group (p<0.001). Thus, it can be concluded that music therapy significantly improves the aggressive female students’ executive functions (cognitive flexibility, sustained attention, and inhibition). Therefore, it is suggested that music therapists utilize this treatment to help aggressive students in educational and therapeutic settings. The findings of this research can have many educational implications.

The objective of the present study was to compare the impact of two distinct educational approaches, namely the Montessori and robot-based methodologies, on students' executive functions. The research design was quasi-experimental, with two experimental groups and a post-test and follow-up. A total of 34 available female students from the second elementary grade were selected from the schools where Montessori classes were held. The students were free from physical or mental impairments and did not exhibit learning disorders. Each experimental group received one of the training methods in 12 sessions of 75-90 minutes. Following this, the post-test and follow-up were conducted using the Wisconsin tool to evaluate cognitive flexibility, the Stroop task to evaluate response inhibition, and the Cornoldi task to evaluate working memory. Multivariate mixed-variance analysis was employed to analyze the data. The findings of the study indicated a significant difference between the two educational approaches in enhancing students' executive functions (p<0.01). Additionally, the subscales of executive functions (as defined by Miyake, 2000) demonstrated significant differences, thereby corroborating the efficacy of the Montessori educational method in fostering cognitive flexibility and response inhibition. However, with regard to working memory, the robot-based educational method was found to be of greater importance. Due to the nature of the Montessori education method, which is based on fully targeted tools and activities, the above results are acceptable; Also, due to the sequence of programming in educational robots and the need to use previous information and pay attention to the previous stages of coding, the effectiveness of robot-based education is also acceptable.

Any high-risk behavior can cause serious and sometimes irreparable harm to the individual and family. High-risk behavior often occurs in an emotionally-charged context, and executive functions and emotion regulation play important roles in risk-related decision making. Therefore, identifying the factors that facilitate and sustain risky behaviors in different groups is an inevitable necessity.

The aim of this study was to investigate the structural relationship between executive functions and high-risk behaviors in prisoners considering the mediating role of emotion regulation strategies.

The present study is descriptive and correlational, conducted by structural equation modeling method. The statistical population of this study is all prisoners in Shiraz city. The sample consisted of 409 prisoners in Shiraz who were selected by purposive sampling. Data were collected using Cognitive Abilities Questionnaire (Nejati 2013), Emotion Regulation Strategies (Garnefski et al., 2001), and Youth Risk Behaviors Scale (Snow et al., 2019). To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS 27.

The results of correlation coefficient showed that there is a negative relationship between executive functions and adaptive emotion regulation strategies with risky behaviors (P< 0.05). Also, there is a positive and significant relationship between maladaptive emotion regulation strategies and risky behaviors (P< 0.05). The findings indicate that the proposed model is fitted with the data. The results of the structural model showed that 19% of the variance of adaptive strategies and 25% of variance of maladaptive strategies is explained by executive functions and 45% of variance of risky behaviors is explained by executive functions and adaptive and maladaptive strategies of emotion regulation.

It can be concluded that risky behaviors are affected by cognitive and emotional functions and cognitive emotion regulation strategies have a mediating role in this regard, which requires psychological interventions. Our results suggest that treatment for high-risk behavior may be more effective with a nuanced approach that does not conflate high impulsivity necessarily with high-risk behavior tendencies.

Research and clinical observations demonstrate that anxiety is a prevalent mental health issue in children, impacting various aspects of their lives throughout different developmental stages. The aim of this study was to compare the effectiveness of mentalization-based therapy and parent-child relationship-based therapy in addressing executive functions and anxiety symptoms in anxious children. This research employed a semi-experimental design with pre-test, post-test, and follow-up assessments. The study's statistical population consisted of mothers of anxious children from the Bandar Abbas Oil Refining Company in 1402, with 45 eligible participants selected through available sampling and randomly assigned to two experimental groups and a control group. Assessment tools included Giova et al.'s behavioral rating questionnaires (2000) and the Spence-Parent Form children's anxiety scale (1998) administered at pre-test, post-test, and follow-up stages. Data analysis utilized SPSS 26 software, incorporating descriptive and inferential statistics. The results of the mixed variance analysis indicated a significant difference between the control group and the mentalization-based and relationship-based treatment groups regarding executive functions and anxiety symptoms in anxious children (P < 0.05). Both mentalization and parent-child relationship interventions contributed to reduced anxiety symptoms and improved executive functions in anxious children. Furthermore, parent-child relationship therapy demonstrated greater efficacy in alleviating anxiety symptoms compared to mentalization-based therapy. Consequently, based on the study's outcomes, it is plausible to consider mentalization and parent-child relationship interventions as appropriate strategies for enhancing executive functions and alleviating anxiety symptoms in anxious children.

The aim of the research was to determine the difference in the effectiveness of cognitive therapy with positive psychotherapy on executive functions in patients with mild brain damage. Method The present research method was a semi-experimental type with a pre-test and post-test design with a follow-up period. The statistical population of this research included all people with mild brain damage who referred to Shahada Haftam Tir and Baqity Elah Hospitals in Tehran in 2019. Among them, 30 people were purposefully selected and randomly assigned to three groups of cognitive rehabilitation treatment, positive psychotherapy and control group. The Wisconsin test was performed on each of the groups. The first experimental group received cognitive rehabilitation therapy and the second experimental group received positive psychotherapy. People in the control group did not receive any intervention. Analysis of variance with repeated measurements was used to analyze the data. The results showed that both interventions have an effect on increasing executive functions. But the effectiveness of cognitive rehabilitation treatment is more on executive functions(P05/0<). Therefore, it is recommended to neurologists and psychotherapists in order to reduce the complications of brain damage, in addition to medical treatments, cognitive rehabilitation treatment should be used as a complementary method

The present investigate was conducted with the aim of the effect of cognitive fatigue on working memory and executive functions in female students.

The present study was a quasi-experimental study with pretest-posttest design with a control group,The statistical population of this research includeds the female students of the first secondary school in Urmia city in the academic year of 1400-1401,which is available by random sampling method 30 students selected and were simple randomly divided into two experimental (n=15) and control groups (n=15). The experiment consisted of second phases.In the first stage, the participants were exposed to cognitive tasks and then in the second stage, the Behavior Rating Inventory of Executive and N-Back working memory test was performed to compare the groups based on the amount of cognitive fatigue.The data were analysed by analysis of Covariance.

The results of data analysis using covariance analysis showed decrease in working memory and executive functions in the experimental group compared to the control group.

In general, the findings of the current research on the role of cognitive fatigue variables, which reduces the amount of working memory and executive functions And on the other hand, this type of fatigue is related to cognitive and brain functions.

Executive functions and positive affect are crucial aspects of adolescents' psychosocial development, significantly impacting their well-being and academic and social success. This study aimed to evaluate the effectiveness of social-cognitive competence skills training on positive affect and executive functions in adolescents.

Methods and Materials:

 This randomized controlled trial included 40 adolescents (22 boys and 18 girls) from district 11 of Tehran. Participants were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group received ten 75-minute sessions of social-cognitive competence skills training. Data were collected at three stages: pre-test, post-test, and three-month follow-up, and analyzed using repeated measures ANOVA and Bonferroni post-hoc test.

The results indicated that social-cognitive competence skills training significantly improved executive functions (F = 46.27, p < .001) and increased positive affect (F = 56.18, p < .001) in the experimental group. The mean scores for executive functions in the experimental group increased from 30.25 in the pre-test to 42.68 in the post-test and 41.87 at follow-up. The mean scores for positive affect increased from 22.45 in the pre-test to 34.89 in the post-test and 33.97 at follow-up.

Social-cognitive competence skills training can significantly enhance executive functions and increase positive affect in adolescents. These findings underscore the importance of implementing similar educational programs in schools and counseling centers to improve adolescents' psychosocial well-being.

The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.

One of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3–5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitive-behavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder.
 
The research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data.
 
The results showed that the play therapy method based on a cognitive-behavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitive-behavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size.
 
According to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills.

The current research aimed to determine the effectiveness of teaching strategies based on multiple intelligences on the executive functions of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tool included the BRIEF executive functions questionnaire (Gerard et al., 2000). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings showed that in the two stages of the post-test and the follow-up training, strategies based on multiple intelligences had a significant effect on executive functions compared to the control group (P>0.05); Also, the effect size showed the effect of 51.6 percent of teaching strategies based on multiple intelligences on executive functions. It is concluded that using teaching strategies based on multiple intelligences seems useful for improving executive functions.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia

The aim of this research was to investigate the effectiveness of rational emotive behavior therapy on executive functions and academic procrastination of children with sluggish cognitive tempo. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all children aged 11 to 14 years in the 2nd district of Qom province in 2022, who were meet criteria of sluggish cognitive tempo symptoms based on the psychologist's/psychiatrist's diagnosis. From this statistical population, a sample of 10 children were selected by purposeful sampling and randomly assigned to two groups of 5 people (experimental and control). For the experimental group, rational emotive behavior therapy was implemented in 9 sessions of 45 minutes. The research tools included measure of sluggish cognitive tempo (MSCT, Penny et al., 2009), the coolidge personality and neuropsychological inventory for children (CPNI, Coolidge et al., 2002) and academic procrastination test (APT, Savari, 2011). Data were analyzed using multivariate analysis of covariance. Results showed that by controlling the pretest, there are significant differences between experimental and control groups in the average scores of executive functions and academic procrastination at posttest. Based on these findings, it can be concluded that rational emotive behavior therapy is effective in reducing executive function problems and academic procrastination in children with sluggish cognitive tempo.