جستجوی مقالات مرتبط با کلیدواژه « cognitive flexibility » در نشریات گروه « علوم تربیتی »

The purpose of this study was to investigate the effect of maturation and relative age on cognitive flexibility athlete children.

The study participants were 400 girls aged 11 and 12 (102 swimmers, 98 gymnasts, 53 volleyball player, 147 Martial athletes) who were studying in different schools of Qazvin city and participated in study after completing the consent form. The tools were demographic questionnaires, cognitive flexibility questionnaires, tape meter and weighing scales. Anthropometric measurements (height and weight) were measured by parents at home and their stature was assessed indirectly, non-invasively using the estimation of the percentage of adult stature (Khamis and Roche method).

The results of analysis of variance showed that the average cognitive flexibility and its components are better in 12- and 11-year-old children born in the spring than in children born in other quarters. And the average cognitive flexibility and its components in 12-year-olds in all seasons is better than 11-year-olds. Cognitive flexibility and its components are better in 12- and 11-year-olds with premature maturation than in children with late and normal maturation. Also, the average cognitive flexibility and its components in 12-year-old children at all levels of maturity are better than 11-year-old children at early, normal and late maturity levels.

According to the research results, physical maturity (estimating the percentage of adult stature), body size (height, weight, BMI) and relative age (difference in participation rate between older and younger athletes grouped in an age group) Affects cognitive function in children and adolescents

People with autism spectrum disorder have problems with cognitive flexibility so that their daily life is also affected by the consequences of this problem.. This research was conducted with the aim of the effectiveness of transcranial direct electrical stimulation on the cognitive flexibility of children with autism spectrum disorder.

The research was semi-experimental and according to the pre-test-post-test design. The statistical population of the research included all children aged 7 to 10 years who were suffering from autism spectrum disorder and had referred to treatment centers and clinics in Urmia city in 1401-1402. 30 children with autism were purposefully selected and randomly divided into two groups (15 people in the experimental group and 15 people in the control group). Subjects in the experimental group were subjected to transcranial anodic direct current (positive pole) stimulation on the head for 15 minutes. Research tools included Gilliam's autism diagnosis scale, Wisconsin card sorting test. To analyze the research data, multivariate covariance analysis method was used in SPSS software version 23.

The results showed that transcranial direct current stimulation method was effective on cognitive flexibility and significantly improved cognitive flexibility.

Considering the problems that autistic children have in the field of cognitive flexibility, transcranial direct current stimulation can be a useful supplement to improve the cognitive flexibility of autistic children.

Emotion regulation plays an important role in other psychological variables including health in diabetic patients. As a result, the present study was conducted with the aim of investigating the relationship between cognitive flexibility and mindfulness with emotion regulation in type 2 diabetic patients.

The current research in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population was type 2 diabetic patients referred to diabetes clinic of Imam Khomeini Hospital's in the winter of 2017 and spring of 2018. The sample size based on the Krejcie and Morgan table was estimated to be 181 people who this number after checking the inclusion criteria were selected by available sampling method. The research tools were questionnaires of cognitive flexibility (Dennis and Vander Wal, 2010), mindfulness-short form (Walach et al, 2006) and emotion regulation (Gross and John, 2003). Data were analyzed by Pearson correlation coefficients and multiple regression with stepwise model in SPSS-22 software.

The findings showed that cognitive flexibility and mindfulness had a positive and significant relationship with emotion regulation in type 2 diabetic patients and in addition, cognitive flexibility and mindfulness variables significantly could predict 38% of emotion regulation changes in type 2 diabetes patients which in this prediction the contribution of cognitive flexibility was higher than mindfulness (P˂0.01).

According to results of this research, in order to improve emotion regulation in type 2 diabetic patients, it is possible to improve cognitive flexibility and mindfulness through educational workshops.

The purpose of this research was to compare job burnout, psychological flexibility and resilience in male and female secondary school teachers in Darab city. The current research method was applied in terms of purpose and causal-comparative in terms of method. The statistical population includes male and female middle school teachers of Darab city, whose number is 1742, and according to Morgan's table, 314 people (161 male teachers and 153 female teachers) were selected by stratified random sampling method. were selected as samples. The instrument used to measure was Moslesh and Jackson's job burnout questionnaire (1981), Bund et al.'s psychological flexibility or action acceptance questionnaire (2011), and Conner and Davidson's resilience questionnaire (2003). Data analysis was carried out in two parts: descriptive statistics and inferential statistics. The obtained results showed that there is a significant difference between job burnout, resilience and cognitive flexibility of male and female teachers, and the average variables of job burnout in male teachers are lower than in female managers, the average scores of resilience in male teachers are It is higher for female managers and the average cognitive flexibility is the same in male and female teachers. Also, the average of job burnout components in male teachers is lower than female teachers and the average of all resilience components of male teachers is higher than female teachers.

The goal of this study was to investigate the effectiveness of Pars and Parisa cognitive rehabilitation package in improving cognitive flexibility in Students with attention deficit/ hyperactivity disorder (AD/HD).

The population of the current study was students with AD/HD in the third to fifth grades of elementary school, 9-12-year-old boys in Shabestar region in the academic year of 2020-2021. The present study is a Semi-experimental study in which a pre-test-post-test design with a control group was used. A total of 33 male students aged 9-12 years old, third to fifth grade, with AD/HD were selected by purposive sampling method and were placed by Similar in 3groups of 11individuals. In each experimental group, using pars and Parisa cognitive rehabilitation packages, rehabilitation interventions were performed in 14 sessions of 45 minutes. No intervention was performed in the control group. in all three groups, pre-test, post-test and follow-up test were performed after 45 days. The Trail-making test (TMT) was used to measure cognitive flexibility. Data analysis was performed using non-parametric Kruskal-Wallis test.

The results showed that the application of the Pars cognitive rehabilitation package was effective on the cognitive flexibility of Students with AD/HD, but the Preisa cognitive rehabilitation package was not effective on cognitive flexibility, but it was effective on improving reaction time. The results of follow-up test showed that in most components, the effectiveness of rehabilitation packages was immanent. The results also showed that Parisa cognitive rehabilitation package has a better effectiveness than Pars rehabilitation package in improving the reaction time component.

Introduction and goal:

 The purpose of this research is to investigate the effect of project-based learning on academic self-regulation and cognitive flexibility of students.

The semi-experimental research method is pre-test-post-test with a control group. The statistical population of this research is all secondary school students of Farashband city, among whom 100 people were selected as a sample (50 people in the experimental group and 50 people in the control group). In order to collect data, questionnaires of cognitive acceptability (Vander and Waleb, 2012) and academic self-regulation (Savari and Arabzadeh, 2013) and the social project training package (Harir Farush and Sadeghi, 2015) were used. Also, analysis of variance test was used with the help of SPSS version 24 software to analyze the data.

The findings showed that project-based learning is effective on the two variables of academic self-regulation and cognitive flexibility of students, and schools and teachers can use it in the education process.

Project-based learning has a positive and significant effect on students' academic self-regulation and cognitive flexibility. This educational method, by offering students the opportunity to plan and take responsibility in the learning process, encourages them to set goals, organize time and resources, self-evaluate and correct learning strategies.

The purpose of this research was to investigate the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function. The research method was semi-experimental with pre-test - post-test and follow-up with control group. The statistical population of this research included all students with borderline intellectual function in the third grade of elementary school in Yazd city, 40 pupils were selected by the combined sampling method and were randomly divided into two experimental and control groups. Executive function training package which included 10 software educational games and 10 games with pencil-paper was used to teach executive function interventions. To investigate the effect of this package on cognitive flexibility, working memory and academic achievement in mathematics, Wisconsin tests, Kornoldi visual memory and Digit span subtest and KeyMath test were used. The obtained data were analyzed using analysis variance with repeated measures. The results obtained from the implementation of this educational package showed that the training of executive functions was able to significantly improve cognitive flexibility, visual and auditory working memory and academic achivement in mathematics. The greatest effect of the intervention was observed in improving the number of discovered classes in the Wisconsin test (cognitive flexibility) and then visual memory. This intervention could not have a significant effect in reducing the reaction time of the subjects. Overall, this research confirmed the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function.

In educational and training frameworks, achievement goals are the criterion used to assess the success of educational objectives. The goal of this study is to forecast social Achievement goals for female high school students in Tabriz Fifth district of Education using measures of cognitive flexibility, experience avoidance, and distress tolerance. This study used a descriptive and correlational methodology. The statistical population of this study consists of 104 individuals that were chosen by accessible sampling from the second-year female students of Tabriz's five education districts who attended high school in the years 1400–1401. The participants filled out questionnaires on social development goals from Ryan and Hopkins (2003), cognitive flexibility from Martin and Rubin (1995), distress tolerance from Simmons and Gaher (2005), and experience avoidance from Gams et al. (2011). Data analysis methods included simultaneous regression and correlation. The findings of this study revealed a considerable connection between the social achievement goals, experiential avoidance, and distress tolerance. Additionally, the outcomes of the simultaneous regression demonstrated that distress tolerance can predict both performance and performance avoidance aims. The findings of this study may help managers, teachers, and assistant teachers better understand how students avoid academic problems and increase their ability to tolerate suffering in students.

Objextive:

The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.

The current research was practical in terms of its purpose and semi-experimental in terms of collection method with a pre-test and post-test design with a control group. The statistical population of this research was the female students of the first secondary school in the 5th district of Tehran in the academic year 2023-2024 and the sample size included 30 students (15 in the experimental group and 15 in the control group) and the available sampling method was used. became. In order to collect data, cognitive flexibility questionnaires of Dennis and Vanderwaal (2010), academic vitality of Martin and Marsh (2008) and academic self-concept of Yasen Chen (2004) were used, and the educational content of critical thinking was based on the views of Myers (1986) and Fisher and Hypel (1984) was prepared and given to the experimental group in 8 one-and-a-half-hour (90-minute) training sessions. The method of data analysis was multivariate covariance analysis.

Based on the findings of this research, there is a significant difference at the 0.01 level between the average scores of the subjects of the experimental and control groups in the post-test stage in the variables of cognitive flexibility, academic vitality and academic self-concept.

Therefore, it can be said that critical thinking training can be a method to increase cognitive structures such as cognitive flexibility, and motivational factors such as academic vitality and academic self-concept.

This study aimed to differentiate students with high and low academic procrastination based on the sense of school connectedness and cognitive flexibility components. The research method was causal-comparative. The statistical population included all male and female high school students in Khaf city, among whom 368 individuals were selected by cluster sampling. Cognitive Flexibility Inventory, Students’ Sense of Connectedness with School Scale, and Procrastination Assessment Scale were used to collect data. Data were analyzed using SPSS-24 software and discriminant analysis. The findings showed that the obtained discriminant function was significant and the components of teacher support, controllability perception, and scientific distribution had the highest differentiation power (p <0.01). The results of the discriminant analysis showed that according to the obtained function, 88.8% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic procrastination.

Studies show that procrastination is one of the common experiences of human beings and includes different types, among which academic procrastination is the most common. Academic procrastination is a purposeful and unnecessary delay doing academic tasks (Hen and Goroshit, 2020). According to the existing literature, many students suffer from procrastination in their academic life.Various studies in the domain of cognitive approaches have introduced cognitive flexibility as a cognitive variable related to students' procrastination (Schommer-Aikins and Easter, 2018; Emamverdi and Taher, 2020). Cognitive flexibility is an important aspect of executive function and refers to the ability to adapt behaviors in response to environmental changes (Durairaja and Fendt, 2021). Meanwhile the lack of cognitive flexibility leads to passive reaction to the environment and delays in doing things (Sternberg and Frensch, 1992). Among other factors affecting academic procrastination, the sense of school connectedness affects students' procrastination because school as a productive environment can create a sense of belonging in students and this feeling helps students demonstrate better time management for their homework (Çıkrıkçı & Erzen, 2020).The prevalence of academic procrastination indicates the need for further research to identify potential factors that lead to academic procrastination, and subsequently consider appropriate strategies to reduce procrastination (Zhou, et al., 2021). Therefore, the present study seeks to answer the question of whether the components of sense of school connectedness and cognitive flexibility can differentiate students with high and low procrastination.

This causal-comparative study aimed to differentiate students with high and low academic procrastination based on the components of sense of school connectedness and cognitive flexibility. The statistical population of the study included male and female high school students in Khaf city in the academic year 2021-2022. Among them, 368 were selected by cluster sampling according to Krejcie and Morgan's table. Based on the academic procrastination scores, 95 students with scores lower than the first quartile were selected as students with low academic procrastination, and 92 students with scores higher than the third quartile were selected as students with high academic procrastination. Finally, data from these 187 individuals was analyzed by discriminant analysis.Procrastination assessment scale - student version (PASS): Academic procrastination was assessed by the Solomon and Rothblum (1984) Procrastination Assessment Scale, which includes 27 items and three components: preparation for exams, homework preparation, and essay preparation. In this study, Cronbach's alpha for the whole scale was 0.87.Students’ sense of connectedness with school (SSCS): This scale was designed by Brew et al. ( 2004) and consists of 27 items and six subscales of teacher support, participation in the community, respect and fairness in school, positive feeling about school, belonging to school, and scientific contribution. In this study, the reliability was obtained as 0.89 through Cronbach's alpha for the whole scale.Cognitive Flexibility Inventory (CFI): This questionnaire was designed by Dennis and Vander Wal (2010) and consists of 20 items and three subscales of perception of controllability, perception of different options, and perception of behavior justification. The Cronbach's alpha for the whole scale in the present study was 0.89.

Using histogram plot and Kolmogorov-Smirnov test showed that the distribution of predictor variables was normal. The results of multivariate outlier data using Mahalanobis distance showed that there were ten real outlier data; therefore, this data was deleted before the analysis. In order to evaluate the homogeneity of the variance-covariance matrix, the Mbox test was used and showed the homogeneity of the variance-covariance matrix of the predictor variables within the groups (Mbox statistic = 6.77, F = 2.23, P> 0.05). Also, the results of the Pearson correlation coefficient matrix and statistical indices of variance inflation factor and tolerance index showed that there were no significant correlations among the predictor variables and the assumption of non-collinearity was confirmed.Table 1 presents the mean and standard deviation of the components of predictor variables for two groups of students with high and low academic procrastination and t-test results to examine the significance of the difference in means between the two groups. A significant difference was observed between the two groups in terms of the components except perception of behavior justification.Table 5 presents the results of classifying students in groups with high and low academic procrastination based on the obtained discriminant function. Accordingly, 83 students (87.4%) with low academic procrastination and 83 students (90.2%) with high academic procrastination were identified. Also, in total, about 88.8% of the students were correctly regrouped in their primary group, which showed the ability of the components of the variables of school connectedness and cognitive flexibility in differentiating between students with high and low academic procrastination.

Our findings showed that the components of the sense of school connectedness were able to significantly differentiate students with high and low academic procrastination. This finding can be explained in that as students' sense of school belonging and attachment decreases, they will be more likely to find excuses to reduce their willingness to complete homework and academic activities. Among other findings of this study was that the components of cognitive flexibility, except the component of perception of behavior justification, were able to significantly differentiate students with high and low academic procrastination. In fact, students with high cognitive flexibility use more effective and useful methods when faced with various stresses; it appears delaying homework is not one of the effective strategies and methods for such students.The lack of gender separation in this study limits the generalizability of findings. It is suggested that future studies examine the relationship of academic procrastination with cognitive flexibility and the sense of school connectedness regarding gender factor. Given the results, it is suggested that researchers evaluate the effectiveness of various programs and plans to improve the sense of school connectedness and cognitive flexibility.

The purpose of this study was to investigate the effect of education based on acceptance and commitment on parenting stress and cognitive flexibility of parents with preschool children. The design of the current research was quasi-experimental with pre-test, post-test and control group. The statistical method used to analyze the data was repeated measurement variance analysis (mixed design). 120 mothers who referred to the continuity center of Sari Municipality in 2018 were the research population. Two questionnaires of cognitive flexibility (Dennis and Vander Wall, 2010), parental stress questionnaire (Abidin, 1995) were the tools used in this research. In the first stage, among 60 mothers who received scores of 25-50% low in the questionnaires, 30 people were selected and were completely randomly assigned to two experimental and control groups. Educational classes based on acceptance and commitment were held in 8 sessions and the control group participated in classes with different content in 8 sessions. The time and place of the classes were on Mondays and Wednesdays in the Sari Municipality Continuity Hall. The results showed that education based on acceptance and commitment increases cognitive flexibility (effect size in time, 0.653) and (effect size in group, 0.331) and reduces parenting stress (effect size in time, 0.803) and (the effect size in the group is 0.416). It is concluded that education based on acceptance and commitment increases cognitive flexibility and reduces parenting stress of parents with preschool children. It is suggested to use the teaching protocol based on acceptance and commitment in schools, clinics related to education in the form of educational workshops with the aim of improving parenting styles and increasing children's adaptation.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

The aim of this study was to compare the effectiveness of transcranial direct current stimulation and sensorimotor integration on executive functions (cognitive flexibility and response inhibition) of students with specific learning disabilities.

The present study was an experimental one with a pretest-posttest design with a control group. The statistical population of this study included all fifth and sixth students of elementary school who enrolled in the centers for learning disabilities in Dezful in the academic year of 2021-2022. Sixty people were selected by available sampling and were randomly assigned to two experimental groups and one control group (20 people in each group). The students were measured by Wisconsin and Stroop test in the pretest and posttest stages. Transcranial direct current stimulation was implemented in ten 20-minute sessions and sensorimotor integration program was implemented in ten 45-minute sessions. The control group did not receive any intervention. Data were analyzed using covariance test.

According to the results, there was a statistical significant difference between the mean scores of two experimental groups and control group in cognitive flexibility and response inhibition of students with specific learning disabilities (P<0.001). In addition, the results of Bonferroni test were indicative of the higher effectiveness of transcranial direct current stimulation, compared to sensorimotor integration.

According to the results of the present study, the effect of transcranial direct current stimulation on cognitive flexibility and response inhibition is more than sensorimotor integration. It is also suggested that both methods (transcranial direct current stimulation and sensorimotor integration) could be used as useful interventions in improving executive functions of students with learning disabilities by educational specialists.

The purpose of this research was to provide a structural model of the relationship between motivational self-regulation and emotional creativity of students with the mediating role of cognitive flexibility in female students. The method of this research was descriptive correlation type using structural equation modeling. The statistical population of the research includes all female students of the second level of high school in Shahrbabak and Khansar cities who were studying in the academic year of 2001-02. The sample of the present study included 350 students who were selected by cluster random sampling.In order to collect data, motivational self-regulation tools, emotional creativity and cognitive flexibility questionnaire were used. How the model fit was evaluated using structural equation modeling method, AMOS 26.0 software and maximum likelihood estimation (ML). The research findings showed that the total path coefficient between motivational self-regulation and emotional creativity (P = 0.001, β = 0.360) and also the path coefficient between cognitive flexibility and emotional creativity (P = 0.001, β = 0.001) 388) was also positive and significant. Also, the indirect path coefficient between motivational self-regulation and emotional creativity (p = 0.001, β = 0.187) was positive and significant. This shows that motivational self-regulation and cognitive flexibility explain a total of 24% of the variance of emotional creativity in female students.

The aim of this research was the effectiveness of imago therapy training oncognitive flexibility and cognitive avoidance of mothers with mentally retarded children.

The method of this research was semi-experimental and was carried out usinga pre-test-post-test design with a control group. The statistical community consisted of all mothers withmentally retarded children in Birjand city in 2022-2023. 28 mothers of intellectually disabled children wereselected from among the statistical population using the available sampling method, and they were randomlyreplaced in the form of two experimental (14) and control (14) groups. In this research, in order to collectresearch data, cognitive flexibility questionnaire by Dennis and Vanderwaal (2010) and cognitive avoidanceby Sexton and Dagas (2008) were used. The experimental group underwent imagotherapy training for 10sessions of 9 minutes, while the control group did not receive the training certificate. The data were analyzedthrough multivariate analysis of covariance.

The results of the research data analysis showed that imago therapy training was effective inimproving cognitive flexibility and reducing cognitive avoidance of subjects (P<0.01).

The results of this research indicated the useful application of imago therapy training approachin improving cognitive flexibility and reducing cognitive avoidance of mothers with intellectually disabledchildren.

The birth of a mentally retarded child affects various aspects of parents' lives. Psychological burden and cognitive inflexibility in mothers with children with mental disabilities cause several psychological problems. The aim of this study was to investigate the effectiveness of psychological empowerment on psychological burden and cognitive flexibility of mothers with mentally retarded children.

In a quasi-experimental study, 30 mothers with mentally retarded children from the Rehabilitation Educational Complex of the Rehabilitated Education District 2 in Tehran in 2020 were randomly selected and divided into two experimental groups (15 people) and control (15 people (. For the experimental group, 8 sessions of psychological empowerment training based on the individual psychology approach were held for 8 weeks and the control group did not receive any psychological intervention during this period. Participants were measured by Pai & Kapur Family Burden Interview Schedule and Dennis & VanderWal Cognitive Flexibility.

The results of the analysis of covariance showed that there was a significant difference between the experimental and control groups in psychological load and mothers' cognitive flexibility in the post-test stage. Findings showed that psychological empowerment training has a positive effect on reducing psychological burden and promoting cognitive flexibility of mothers with mentally retarded children (P <0.05).

Based on the evidence of the present study, this intervention can be used to reduce stress and promote the cognitive flexibility of mothers with mentally retarded children.

The present study was conducted with the aim of examining the effectiveness of sensory-motor integration exercises and computerized cognitive rehabilitation on executive functions (working memory, response inhibition and cognitive flexibility) of children with Attention Deficit/Hyperactivity Disorder (ADHD). The present research was a semi-experimental type with a pre-test-post-test design and a control group. The statistical population included all children suffering from ADHD in Hamedan City, numbering 300 people in the academic year of 2021-2022. The research sample consisted of 33 children with ADHD who were randomly assigned to two intervention groups and one control group (11 people in each group). The tools of this research included Wisconsin Cards Test (WCST), N-Back Test and Dual-Task Stroop (DTS). The interventions of this research included Captain Log's Computerized Cognitive Rehabilitation Protocol (CLCCRP) and sensory-motor integration training sessions. The collected data were analyzed using multivariate covariance model and SPSS26. The average scores of cognitive flexibility, active memory and response inhibition were measured on two occasions, which showed that in the post-test, the average scores of cognitive flexibility and response inhibition increased and active memory scores decreased, while no change was observed in the control group. The results showed that after controlling the effect of the pre-test on the post-test to compare the scores of cognitive flexibility, working memory and response inhibition among the three groups, there was a significant difference in the error level (0.05). According to the sessions and results obtained from computerized cognitive rehabilitation treatments and sensory-motor integration exercises were effective in improving cognitive flexibility, working memory and response inhibition.

The aim of this study was to examine the Effect of Acceptance and Commitment Intervention on Perceived Social Support, Cognitive Flexibility, and Emotional exchange in mothers of children with Autism Spectrum Disorder (ASD). This study was semi-experimental with pretest-posttest design and a control group. The statistical population includes 70 mothers and a random sample of 34 mothers with autistic children aged 5 to 8 years in the Autism Rehabilitation Center of Ayat city of Shahriar selected from the total population, randomly assigned in the control group (n=17) and the experiment group (n=17). Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS), Denis Cognitive Flexibility Questionnaire (CFQ), and McMaster family assessment device  (Affective exchange) (CFI). The experiment group received acceptance and aommitment therapy for 9 sessions of 90 minutes twice a week. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) using SPSS23 software. The results showed significant differences between the components of affective exchange, perception of behavior justification, perception of control-ability, perception of substitutes for human behaviors, total cognitive flexibility, family support, friends’ support, other’s support, and total perceived social support  in the experimental group were higher (P≤0.05). The findings of the current research showed that acceptance and commitment therapy can be used to boost mental health level and cognitive/social components of mothers with autism spectrum disorder.

The aim of this study was to investigate the mental relationship with academic achievement based on the mediating role of attention control, emotion regulation and students' cognitive flexibility in 2020. This study was a correlation of structural equations. The statistical population of this study includes all high school childeren in Zarand city in the academic year 2020, which is a total of 7800 people. The number of sample members using the Cochran's formula is estimated at 300, which is a happy sampling that has been selected in several stages. Research tools were Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010), Garnfsky & Craig (2001) Emotion Regulation, Dribbry & Reed (2002), Wallach et al. (2006) Conscious Mindfulness (2006) and Pham & Taylor Academic Achievement (1999). Findings from structural equations showed that the model had a good fit with the research data. Descriptive statistics (main indices, skewness and elongation) and inferential statistics (structural equivalence modeling) were used in experiments and data analysis. The results showed that there is a relationship between mindfulness and academic achievement with the mediating role of attention control, emotion regulation and cognitive flexibility in students.

The present study is a correlational description according to the nature of the subject and the intended objectives. The statistical population of this study was all female high school students in the second district of Ardabil schools in the academic year of 1400, which was 4800 students. To select a suitable and acceptable statistical sample for performing tests and collecting data, Cochran's formula was used to determine the volume and size of the statistical sample. Based on the above sampling formula, 355 people were selected using simple random sampling method. Research instruments include Backend and Spine (1999) Information Processing Styles Questionnaire, Friedman Exam Anxiety Questionnaire (1997), Parker Problem Solving Questionnaire (1997) and Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010). Questionnaires were statistically analyzed. First, descriptive statistics (mean and standard deviation of variables) were used to summarize and describe the data of demographic factors, and in the second part, inferential statistics were used to test the hypotheses using SPSS - 22 software to examine the research questions and hypotheses. Path analysis was performed with LISREL software. It can be concluded that there is a significant relationship between information processing styles and the mediating role of test anxiety and cognitive flexibility with problem solving. The structural equation model was also fitted.