فصلنامه روان شناسی مدرسه
سال یازدهم شماره 3 (پیاپی 43، پاییز 1401)

The aim of this study was to compare the effectiveness of cognitive rehabilitation of inhibitory control, electrical stimulation of the brain and the combination of inhibitory control rehabilitation and electrical stimulation of the brain on executive functions (behavioral inhibition and cognitive flexibility) in children with ADHD.

The method of the present study is quasi-experimental with an unbalanced control group design. The quasi-experimental design of the present study was pretest-posttest and follow-up (2 months) with the control group. The study population included all those with ADHD in Arak in the academic year 2009-2010. The sample consisted of 60 8 to 12 year old students in Arak who referred to counseling centers and student psychological services and answered the questionnaire of Attention Deficit Hyperactivity Disorder Swanson et al. Experimental and control groups were assigned (15 people in each group). The Swanson et al. Attention Deficit Hyperactivity Disorder Questionnaire, Hoffman Go / Nero Computer Test, and Wisconsin-Grant and Berg Wisconsin Cards were used to collect research data. The experimental groups received the Negative Inhibitory Cognitive Rehabilitation Program, and electrical stimulation of the brain on the F4 anterior points and a combination of the two. Data were analyzed using SPSS.26 software and mixed covariance analysis with repeated measures.

The results showed that inhibitory cognitive rehabilitation, extracortical electrical stimulation of the brain and combination of inhibitory cognitive electrical stimulation of extracortical cerebral stimulation are effective on behavioral inhibition and cognitive flexibility in children with ADHD (P ≥.0.001). The results of Benferoni post hoc test showed that between intra-group scores of pre-test and post-test (intervention effect), pre-test and follow-up (time effect) and post-test-follow-up (intervention stability) in scores of completion error, completion of classes and wrong answer There is a difference (P ≥.0.001). The results showed that there was a significant difference between experimental and control groups (P≥0.05). However, there is no difference between the experimental groups of cognitive inhibition rehabilitation, electrical brain stimulation and the combination of inhibitory control rehabilitation and electrical brain stimulation.

It can be concluded that inhibitory cognitive rehabilitation, extracortical electrical stimulation of the brain and a combination of the two can be used as a single treatment or in combination with other psychological therapies for children with ADHD.

 The purpose of this study is to design and validate an educational supervisory training package for school principals.

 The method of the present research is qualitative and the method of content analysis has been used. In this regard, using a purposeful approach and applying the theoretical saturation criterion, an attempt was made to use the semi-structured in-depth interview technique, the experiences of 14 experts (faculty members of educational management, educational science experts, school principals and deputies) as criteria. The focus of the qualitative section of the semi-structured interviews is exploratory. To analyze the data, in the qualitative part, the systematic coding method was used using MAXQDA software. After implementing the interviews and in-depth analysis of the data, the categories and semantic concepts were categorized and classified into categories using re-selective conceptual coding. . Four main concepts were identified, including "educational quality", "teaching and learning", "research-oriented" and "social support".

 In the discussion of the validity of the research, in order to ensure the accuracy of the findings in the opinion of professors and academic experts who have been credible in this field, the method of thematic intra-group agreement was used which 70% reliability was calculated.

In the current study, the reliability of the retest and the method of agreement within the subject have been used to calculate the reliability of the interviews.

The present research was conducted with the aim of predicting academic performance based on the components of social skills (desirable and undesirable social skills) and social acceptance.

The descriptive research method is correlation type. The statistical population was all female students of the first year of high school in Qom, numbering 4950 people. The sample consisted of 357 female students who were selected by a multi-stage cluster method and answered the social skills questionnaires of Inderbitzen and Foster and social acceptance of Crown-Marlow. The data were analyzed using correlation and multiple regression analysis.

The Results showed that desirable social skills and social acceptance had the ability to predict academic performance (P<0.05); However, unfavorable social skills did not have the ability to predict academic performance (P < 0.05).

Therefore, in order to improve the academic performance of students, it is necessary to hold educational workshops and group counseling to explain and improve the components of social skills and social acceptance of students.

The purpose of this study was to predict bullying behavior of students based on dark triad of personality and time perspective.

The research method of this study was descriptive-correlational. The statistical population of the study consisted of all male students studying in Tehran in academic year 2018-2019. Using cluster random sampling, 200 eligible students were selected. In this study, The Adolescent Time Inventory (Mello & Worrell), Illinois Bullying Scale (Espelage & Holt) and dark triad of personality (Jonason &Webster) were used as the instruments.

The results indicated that dark triad of personality, machiavellialism, narcissism, and past negative can predict 61% of variances in bullying behavior in students. In addition, negative past indirectly predicts bullying behavior by mediating machiavellialism (P< 0/001).

The results of this study emphasize the importance of understanding the dimensions of time perception and dark triad of personality in reducing bullying behavior in students.

  The aim of this research was to predict academic Procrastination based on attributional style  and hardiness with the meditation of academic self-concept  in secondary school  students of Kangawer.

The research method was descriptive and the design was correlation of the kind of structural equation  modeling. The statistical population consisted of all secondary school students of Kangawer in 2017-2018 academic years and 330 of whom were selected  through stratified random sampling and cocranꞌs formula. Data was collected by academic  procrastination of Solomon Herr questionnaire (1984) , attributional style Seligman et al. (1983 )questionnaire, academic Self-Concept Yessen Chen's questionnaire(2004) and psychological hardiness of Ahwaz questionnaire (1998). 

The result showed that attributional style and hardiness directly predictive of Academic Procrastination at a level of 0.05. academic self-concept has not partially mediating role among academic self-efficacy and attributional style. also academic self-concept was not a mediator role between procrastination and psychological hardiness.

Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.

Motivation is an intrinsic phenomenon that drives the individual into action and derives from one's needs. In order to increase students' motivation, it is necessary to develop indicators such as successful academic identity, ethological believes and basic needs. This study was descriptive-correlational. The statistical population of the present study is all female students studying in eleventh grade is district 1, 2 and 3 in Kermanshah in the academic year 2017-2018. The results showed that there is a significant relationship between successful academic identities, epistemological believes, basic needs of students and academic motivation (p<0.05). The results also confirm the mediating role of self-efficacy in the relationship between successful academic identities, epistemological believes, students' basic needs, and their academic achievement (p<0.05). Therefore, attention to variables such as self-efficacy, basic needs of students, epistemological believes, and successful academic identity are necessary to increase students' motivation for student achievement.

Students are considered as main groups in the incidence of behavioral problems. This study aimed to determine the role of social identity and social intelligence in  predicting tendency in Students High-risk behavior.

This study was correlational The study population included all high school boys and girls schools Pars Abad city administration were studying in the academic year comprised 2019. One hundred and Twenty students were selected from this population through multistage random cluster sampling and they were asked to respond to Questionnaires of High-risk behavior Mohammadi-Zadeh et al. (2008),  Social identity Saffarinia et al (2011) And social intelligence Aung Thet (2008). Data were analyzed using Pearson’s correlation and multivariate regression tests.

The results of correlation coefficients showed that the total score of social identity (r = -0.50; p<0.01), individual identity (r = -0.44; p<0.01) and collective identity (r =-0.41; p<0.01) and social intelligence (r = -0.32; p<0.05) have a negative and significant relationship. Results  Regression analysis also showed that 37 Percent of the total variance explained risky behavior by social intelligence and social identity.

The results show that social identity and social intelligence, the ability to predict trends in Students risk behaviors as significant.

The purpose of this study was to determine the psychometric properties of the academic well-being questionnaire among Iranian students.

The research method was a survey. The sample consisted of 200 girls and boys from the first and second high school of Seydun district from the district of Baghmalek in Khuzestan state, who were selected by random cluster sampling. The validity of the questionnaire and subscales was assessed by Cronbach's alpha coefficient, combined validity coefficient (or p-Delvin-Goldstein), and confirmatory factor analysis. Item reliability was measured by estimating reliability coefficients.

The results showed that the 6-factor model and 4-factor models had better fit than the one-factor, but the factor loads and the squared correlation for items of the school burnout in the 6-factor model are slightly larger than the factor loads and squared correlation for model M2.

The findings showed that the academic well-being questionnaire, in accordance with the definition of Tuominen-Soini et al (2012), includes four dimensions of school value, school burnout, schoolwork engagement, and satisfaction with educational choices among Iranian students.

The aim of this study was to examine Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program on executive functions of students with attention deficit hyperactivity disorder.

This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of chidren with ADHD who had been referred by the schools to the counseling Center of Boushehr provinces in 2019-2020 school year. Of these, using convenience sampling and considering the requirements of the research project based on Conner's Parents Rating Scale (CPRS, 1960) and the fifth Diagnostic and Statistical Manual of Mental Disorder, 45 students were selected and assigned to two experimental group and a control group. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA), Test and The Wisconsin Card Sorting Test were utilized. The cognitive rehabilitation experimental group received 8 sessions of group training and emotion regulation experimental group received 18 sessions. For statistical data analysis, variance analysis with repeated measures is used.

Findings showed that cognitive rehabilitation  and emotion regulation training have a significant effect on on executive functions of students with attention deficit hyperactivity disorder and this effect remains unchanged in the two-month follow-up phase.

Finally, we may conclude that cognitive rehabilitation and emotion regulation training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with attention deficit hyperactivity disorder.