The Effectiveness of Successful Intelligence-based Intervention on the Academic Motivation of Students with Attention Deficit Hyperactivity Disorder in Sixth Grade

The purpose of this study was to investigate the effectiveness of successful intelligence-based intervention on the academic motivation of students with attention deficit hyperactivity disorder in the sixth grade. The method of this research was a semi-experimental design with a pre-test and post-test with a control group. The statistical population included all sixth-grade female students with attention deficit hyperactivity disorder who were studying in the schools of Isfahan city in the academic year of 2022-2023. For this purpose, 8 schools were selected based on random and cluster sampling from among girls' primary schools in the 3rd district of Education and Education in Isfahan city. In the next step, all sixth-grade students in these 8 schools were selected and examined by the Connors teacher form questionnaire and 50 students with attention deficit/hyperactivity disorder were identified. Finally, 30 children were randomly divided into two experimental groups (15 people) and control group (15 people). The experimental group received successful intelligence intervention for two months and during 12 sessions of 70 minutes. Harter's academic motivation questionnaire (1981) was used to collect data. Univariate and multivariate analysis of covariance tests were used to analyze the data. The results of the covariance analysis test showed that the successful intelligence training program was effective on the academic motivation of the experimental group students. Based on the results of the present study, it can be said that successful intelligence training can be used to increase the academic motivation of students with attention deficit hyperactivity disorder.