Mr Emad Aldin Ahrari, Mrs Fatemeh Alipour, Mr Seyed Qasem Mosleh, Dr Siavash Sheikhalizadeh,
Volume 11, Issue 4 (3-2024)
Abstract
The aim of this study was to differentiate students with high and low academic performance based on the components of academic self-regulation and cognitive flexibility. The study type was causal-comparative and its statistical population included all male and female high school students in Khaf city in the academic year 2022-2023, among whom finally 371 individuals were selected by cluster sampling, according to Krejcie and Morgan’s table. Data were collected using Dennis and Vanderwall (2010) Cognitive Flexibility Questionnaire, Sevari and Arabzadeh Academic Self-Regulation Questionnaire (2013), and the first semester GPA of 2022-2023 academic year. Data were analyzed using discriminant analysis. The findings of discriminant analysis led to a significant discriminant function which showed the components of controllability perception, Alternatives perception and organization had the highest differentiation power (p <0.01). The results of the discriminant analysis showed that according to the obtained function, 86.2% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic performance.
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.
