Showing 23 results for Executive Functions
Vahide Seyed Mohseni, Dr Hadi Keramati, Dr Mohammad Hossein Abdpllahi, Dr Hamid Reza Hassan Abadi,
Volume 12, Issue 1 (6-2024)
Abstract
The objective of the present study was to compare the impact of two distinct educational approaches, namely the Montessori and robot-based methodologies, on students' executive functions. The research design was quasi-experimental, with two experimental groups and a post-test and follow-up. A total of 34 available female students from the second elementary grade were selected from the schools where Montessori classes were held. The students were free from physical or mental impairments and did not exhibit learning disorders. Each experimental group received one of the training methods in 12 sessions of 75-90 minutes. Following this, the post-test and follow-up were conducted using the Wisconsin tool to evaluate cognitive flexibility, the Stroop task to evaluate response inhibition, and the Cornoldi task to evaluate working memory. Multivariate mixed-variance analysis was employed to analyze the data. The findings of the study indicated a significant difference between the two educational approaches in enhancing students' executive functions (p<0.01). Additionally, the subscales of executive functions (as defined by Miyake, 2000) demonstrated significant differences, thereby corroborating the efficacy of the Montessori educational method in fostering cognitive flexibility and response inhibition. However, with regard to working memory, the robot-based educational method was found to be of greater importance. Due to the nature of the Montessori education method, which is based on fully targeted tools and activities, the above results are acceptable; Also, due to the sequence of programming in educational robots and the need to use previous information and pay attention to the previous stages of coding, the effectiveness of robot-based education is also acceptable.
Pariya Sadat Meraji Saeed, Dr. Zahra Hashemi, Fateme Fooladi,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of the present study was to investigate the relationship between parenting styles and creativity, emphasizing the mediating role of executive functions among students. This research was a correlational study. The study population included all the students of Al-Zahra University (S) in the academic year 1402-1403, from which 245 students were selected using the access method. To collect data, Baumrind’s parenting styles questionnaire, Abedi’s creativity assessment test, and Najati’s cognitive abilities questionnaire were used. The collected data were analyzed using Pearson's correlation test and structural equation modeling with the help of Amos24 and spss22 software. The research findings indicated that there is a positive and significant relationship between parenting styles and creativity and executive functions (P<0.01). Also, the model of the mediating role of executive functions had a good fit in the relationship between parenting styles and creativity. As a result, it can be said that the variable of executive functions has a significant mediating role in the relationship between parenting styles and creativity. Therefore, it is necessary to help strengthen children's creativity through their executive functions by informing parents about various parenting styles.
Ms Sana Panahipour, Dr Mahnaz Akhavan, Dr Zahra Hashemi,
Volume 12, Issue 2 (9-2024)
Abstract
The aim of the present study was to provide a structural model of academic performance based on multiple intelligences with the mediating role of executive functions (sustained attention, processing speed, planning, and working memory) in adolescents with attention deficit hyperactivity disorder. The method of correlational research was structural equation modeling. The statistical population of the research included all boys between the ages of 12 and 17 with attention deficit hyperactivity disorder and their mothers who had visited psychological centers in Tehran from 1400 to 1403. To collect data, the McKenzie’s Multiple Intelligences Questionnaire (1999) and the learning, executive, and attention function scale of Castellanos et al. (2018) were used. The data was analyzed by structural equation modeling. The findings showed that the research model has a favorable fit and sustained attention, processing speed and planning have a mediating role between mathematical intelligence and academic performance, processing speed, planning and working memory have a mediating role between visual-spatial intelligence and academic performance, sustained attention and working memory have a mediating role between musical intelligence and academic performance, also working memory have a mediating role between bodily-kinesthetic, intrapersonal, interpersonal intelligence with academic performance. The use of educational strategies of multiple intelligences in schools and educational centers is recommended to increase the executive functions of sustained attention, processing speed, planning and active memory, and as a result, the academic success of adolescent students with ADHD.
