University of Mohaghegh Ardabili Journal of School Psychology 22520821 7 2 2018 08 23 The comparison of the effectiveness of self-regulated learning and drug therapy on the reduction of students' ADHD symptoms The comparison of the effectiveness of self-regulated learning and drug therapy on the reduction of students' ADHD symptoms 7 32 691 10.22098/jsp.2018.691 FA H Eshaghighorji Ph.D. student of psychology of education, Semnan University M.A Mohammadifar Assistant Professor of Educational Psychology, Semnan University Aminbidokhti A. A Professor of Educational Management, Semnan University S TalePasand Associate Professor of Psychology, Semnan University A. M Rezaei Assistant Professor of Educational Psychology, Semnan University Journal Article 2018 10 07 The aim of this research was to compare the effectiveness of self-regulated learning and drug therapy on reducing ADHD symptoms. The research method was quasi-experimental with pretest-posttest and a control group. The population included children aged 10-12 years who diagnosed as ADHD and referred to Sari’s clinics from October to November 2017. With consideration of including and excluding criteria, 30 children were selected and randomly divided into three groups: treatments allocated to groups randomly. To collect data, parents Conners’ Test in the form of pre-test and post-test and Reyvan’s intelligence test were administered. Data analysis was performed using covariance in SPSS 21. The findings showed that self-regulation learning intervention is as effective as drug therapy (P <0.001), but there wasn’t a significant difference between the two experimental groups (p>.05). Using self-regulated learning techniques could affect ADHD symptoms the same as drug therapy. Also, unlike drug therapy, self-regulated therapy does not produce side effects. The aim of this research was to compare the effectiveness of self-regulated learning and drug therapy on reducing ADHD symptoms. The research method was quasi-experimental with pretest-posttest and a control group. The population included children aged 10-12 years who diagnosed as ADHD and referred to Sari’s clinics from October to November 2017. With consideration of including and excluding criteria, 30 children were selected and randomly divided into three groups: treatments allocated to groups randomly. To collect data, parents Conners’ Test in the form of pre-test and post-test and Reyvan’s intelligence test were administered. Data analysis was performed using covariance in SPSS 21. The findings showed that self-regulation learning intervention is as effective as drug therapy (P <0.001), but there wasn’t a significant difference between the two experimental groups (p>.05). Using self-regulated learning techniques could affect ADHD symptoms the same as drug therapy. Also, unlike drug therapy, self-regulated therapy does not produce side effects. https://jsp.uma.ac.ir/article_691_6aab9b8756e8c856f39ee4e238c36dc2.pdf