نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناسی ارشد روانشناسی عمومی، دانشگاه زنجان، زنجان، ایران
2 دانشیار، گروه روانشناسی، دانشگاه زنجان، زنجان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Abstract
Aim: Children with Attention Deficit/Hyperactivity Disorder (ADHD) have many problems with emotional, behavioral, and cognitive self-regulation that can negatively affect students' academic behavior and performance. This study aims at investigation of the strategic self-regulatory teaching effectiveness for attention deficit, social adjustment and self-efficacy of students in Tehran elementary schools.
Methodology: This study used quasi-experimental method and it was of pretest-posttest type with control group. In academic year of 2018-2019, by cluster sampling method, 100 students were selected from all 9-11 years old male students with attention deficit hyperactivity disorder (ADHD) of elementary schools of district 16, Tehran, Iran. The study instruments included Conners questionnaire, attention deficit questionnaire, general self-efficacy questionnaire, social adjustment questionnaire and Russell Barkley's 8-session educational protocol. The data analysis was performed on two levels of descriptive and inferential statistics by SPSS24.
Findings: The results of the study demonstrated the effect of self-regulatory strategic teaching on the reduction of attention deficit, increase in social adjustment and self-efficacy of students in experimental group as compared to control group (P<%05).
Conclusion: Cognitional skills and instructional programs in early life play an essential role in children learning and improvement of their self-regulation; furthermore, they can reduce the occurrence rate of behavioral problems in long term.
کلیدواژهها [English]
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