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The Effect of Self-Regulatory Education Based on the SRSD Model on Executive Function in Children with Learning Disabilities in Math and Writing Problems | ||
| Cognitive Science Research | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 مرداد 1404 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22059/jcsr.2025.390426.1007 | ||
| نویسندگان | ||
| Niloofar Aghaeinejad* 1؛ Zahra Naghsh2؛ Sogand Ghasemzadeh3؛ Alireza Najimi Varzaneh4 | ||
| 1Department of Psychology, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran. | ||
| 2Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran. | ||
| 3Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| 4Isfahan University of Medical Sciences, Isfahan, Iran. | ||
| چکیده | ||
| Backgrounds:Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance Objectives:In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities Patients and Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities. | ||
| کلیدواژه‌ها | ||
| Self-regulatory education program؛ SRSD-based؛ self-regulatory education؛ Executive function؛ Children with learning disabilities | ||
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آمار تعداد مشاهده مقاله: 42 |
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