University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 The effectiveness of education based on resilience on the attitude of responsibility and academic self-regulation of students who are children of divorce The effectiveness of education based on resilience on the attitude of responsibility and academic self-regulation of students who are children of divorce 1 16 3138 10.22098/jsp.2024.15256.5878 FA Seyfollah Aghajani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Ali Salmani PhD Student , Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Aysan Sharei PhD student of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, Iran Journal Article 2024 06 12 Objective: The present study was conducted with the aim of investigating the effectiveness of education based on resilience on increasing the attitude of responsibility and academic self-regulation in students who are children of divorce. Methods: The method of the current research was a pre-test-post-test experiment with a control group. The population of this research included all female students of divorce in the secondary level of the second period in the academic year of 2023-2024 in Ardabil city. For this purpose, 30 students as children of divorce were selected according to the criteria of entering the research and were randomly placed into two experimental and control groups (15 people in each group). After conducting the pre-test using the Salkovics Attitudes Responsibility Scale and the Academic Self-Regulation Questionnaire of Bouffard et al., the experimental group received 12 sessions (3 sessions per week) of 75 minutes of the resilience-based training program, while the control group did not receive any intervention program. The obtained data was analyzed using multivariate analysis of covariance in SPSS.26 software. Results: The results showed that the mean of the experimental and control groups is significantly different in the variables of attitude of responsibility and academic self-regulation. This means that after the implementation of the training program based on resilience, the average scores of the children of divorce students in the experimental group increased significantly compared to the control group (p < 0.01). Conclusion: Education based on resilience has a positive effect on the attitude of responsibility and academic self-regulation of students who are children of divorce. Therefore, it can be said that this program can be used to help students who are children of divorce. Objective: The present study was conducted with the aim of investigating the effectiveness of education based on resilience on increasing the attitude of responsibility and academic self-regulation in students who are children of divorce. Methods: The method of the current research was a pre-test-post-test experiment with a control group. The population of this research included all female students of divorce in the secondary level of the second period in the academic year of 2023-2024 in Ardabil city. For this purpose, 30 students as children of divorce were selected according to the criteria of entering the research and were randomly placed into two experimental and control groups (15 people in each group). After conducting the pre-test using the Salkovics Attitudes Responsibility Scale and the Academic Self-Regulation Questionnaire of Bouffard et al., the experimental group received 12 sessions (3 sessions per week) of 75 minutes of the resilience-based training program, while the control group did not receive any intervention program. The obtained data was analyzed using multivariate analysis of covariance in SPSS.26 software. Results: The results showed that the mean of the experimental and control groups is significantly different in the variables of attitude of responsibility and academic self-regulation. This means that after the implementation of the training program based on resilience, the average scores of the children of divorce students in the experimental group increased significantly compared to the control group (p < 0.01). Conclusion: Education based on resilience has a positive effect on the attitude of responsibility and academic self-regulation of students who are children of divorce. Therefore, it can be said that this program can be used to help students who are children of divorce.

https://jsp.uma.ac.ir/article_3138_ac99bd51c8bb0a520019f166febe5ed6.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 Investigating the Relationship between Transformational Leadership and Work Engagement with the Mediating Role of Organizational Voice in Elementary teachers Investigating the Relationship between Transformational Leadership and Work Engagement with the Mediating Role of Organizational Voice in Elementary teachers 17 30 3253 10.22098/jsp.2024.12136.5473 FA Behruz Eskandarpur Assistant Professor, Department of Business Management, Payame Noor University, Tehran, Iran Hasan Ahmadi Assistant Professor Department of Educational Administration, Farhangian University, Tehran, Iran Journal Article 2023 01 15 Purpose: The purpose of this research is to investigate the relationship between transformational leadership and job enthusiasm with the mediating role of organizational voice among primary school teachers in District Two of Ardabil city. Methodology: The current research was carried out using the descriptive-correlation method of structural equations. The statistical population of the current research was formed by the primary teachers of two districts of Ardabil city in 2022, according to the latest available statistics and information, their total number is equal to 1260 people, and 294 people were selected using Cochran's formula as a relative stratified sampling. In order to collect relevant data, the questionnaire of job enthusiasm, organizational voice and transformational leadership was used. Structural equation model was used to analyze the data. Results: The results of the test indicated that the direct effect of transformational leadership and job enthusiasm at the level of confidence (95%) is equal to 0.296. Also, the indirect effect of the transformational leadership variable and job enthusiasm with the mediating effect of the organizational voice variable at the confidence level (95%) is equal to 0.313. Conclusion: This research shows that the leader should be able to be a good reflection for the teachers to increase job enthusiasm. Therefore, if managers consider transformational leadership strategies as a requirement for their leadership style, in this way they can make teachers enthusiastic about their work in a way that they can relate to it at any level and have a sense of enthusiasm and job desire Purpose: The purpose of this research is to investigate the relationship between transformational leadership and job enthusiasm with the mediating role of organizational voice among primary school teachers in District Two of Ardabil city. Methodology: The current research was carried out using the descriptive-correlation method of structural equations. The statistical population of the current research was formed by the primary teachers of two districts of Ardabil city in 2022, according to the latest available statistics and information, their total number is equal to 1260 people, and 294 people were selected using Cochran's formula as a relative stratified sampling. In order to collect relevant data, the questionnaire of job enthusiasm, organizational voice and transformational leadership was used. Structural equation model was used to analyze the data. Results: The results of the test indicated that the direct effect of transformational leadership and job enthusiasm at the level of confidence (95%) is equal to 0.296. Also, the indirect effect of the transformational leadership variable and job enthusiasm with the mediating effect of the organizational voice variable at the confidence level (95%) is equal to 0.313. Conclusion: This research shows that the leader should be able to be a good reflection for the teachers to increase job enthusiasm. Therefore, if managers consider transformational leadership strategies as a requirement for their leadership style, in this way they can make teachers enthusiastic about their work in a way that they can relate to it at any level and have a sense of enthusiasm and job desire

https://jsp.uma.ac.ir/article_3253_8bd6f7e7a897312de7c5fd473a39ac0a.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 Psychometric Properties of Short version of Difficulty in Emotion Regulation Questionnaire in Students: DERS-16 Psychometric Properties of Short version of Difficulty in Emotion Regulation Questionnaire in Students: DERS-16 31 46 3154 10.22098/jsp.2024.8648.4747 FA Taghi Akbari Associate Professor of Educational Sciences, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran. Saeed Pourabdol Assistant Professor of Clinical Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran Ramin Gharibzadeh Ph.D of Educational Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran Journal Article 2021 04 10 Objective: The aim of the present study was to investigate the validity, reliability, and factor structure of the short version of the difficulty in emotion regulation questionnaire (DERS-16) in students. Methods: The statistical population of this study included all high school students in District 1 of Ardabil City in the academic year 2021-2022 (12196 students). 380 people were selected by sampling methods available through the Internet (Shad program). The Depression, Anxiety, and Stress Scale (DASS-21) and the psychological flexibility questionnaire were used to calculate convergent and discriminant validity. The construct validity was examined through confirmatory factor analysis. Reliability was performed using Cronbach's alpha method and retesting. Results: The results of confirmatory factor analysis, as in the original form, confirmed five factors: lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions. Also, Cronbach's alpha coefficient for the whole scale is 0.84, and for the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions, they were equal to 0.90, 0.84, 0.86, 0.85, and 0.87, respectively. In addition, the four-week retest coefficient for the whole questionnaire was 0.72, and the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions were equal to 0.68, 0.80, 0.69, 0.82, and 0.77, respectively. Also, correlation coefficients indicated favorable convergent and discriminant validity of the questionnaire (P<0/001). Conclusion: According to the obtained results, it can be said that the difficulty in emotion regulation questionnaire (DERS-16) is a reliable and valid scale for measuring the difficulty in emotion regulation in students. Objective: The aim of the present study was to investigate the validity, reliability, and factor structure of the short version of the difficulty in emotion regulation questionnaire (DERS-16) in students. Methods: The statistical population of this study included all high school students in District 1 of Ardabil City in the academic year 2021-2022 (12196 students). 380 people were selected by sampling methods available through the Internet (Shad program). The Depression, Anxiety, and Stress Scale (DASS-21) and the psychological flexibility questionnaire were used to calculate convergent and discriminant validity. The construct validity was examined through confirmatory factor analysis. Reliability was performed using Cronbach's alpha method and retesting. Results: The results of confirmatory factor analysis, as in the original form, confirmed five factors: lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions. Also, Cronbach's alpha coefficient for the whole scale is 0.84, and for the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions, they were equal to 0.90, 0.84, 0.86, 0.85, and 0.87, respectively. In addition, the four-week retest coefficient for the whole questionnaire was 0.72, and the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions were equal to 0.68, 0.80, 0.69, 0.82, and 0.77, respectively. Also, correlation coefficients indicated favorable convergent and discriminant validity of the questionnaire (P<0/001). Conclusion: According to the obtained results, it can be said that the difficulty in emotion regulation questionnaire (DERS-16) is a reliable and valid scale for measuring the difficulty in emotion regulation in students.

https://jsp.uma.ac.ir/article_3154_e6bd5133e28d2f8f6944a140c9cd1f77.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 Comparison of Parenting Styles, Marital Satisfaction and Mental Well-being in Mothers with and without Stuttering Children Comparison of Parenting Styles, Marital Satisfaction and Mental Well-being in Mothers with and without Stuttering Children 47 57 3215 10.22098/jsp.2024.5499.3463 FA Sara Taghizadeh Hir PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran Alireza Moradian Master of Clinical Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran Pezhman Honarmand MSc of Counseling, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Parviz Porzoor Assistant Professor in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran Journal Article 2018 11 25 Objective: The purpose of this study was to compare parenting styles, marital satisfaction and mental well-being between mothers of children with and without stuttering. The research method was a causal-comparative. The statistical population of this study includes all mothers of children with and without stuttering (5 to 13 years of age) in Ardebil in 2018. Methods: The research sample consisted of 60 mothers of children with stuttering and 60 mothers of children without stuttering which were selected through convenience sampling method. To collect the data, parenting practices questionnaire, Hudson's marital satisfaction questionnaire, and subjective well-being questionnaire were used. Results: The results of multivariate analysis of variance indicated that there was a significant difference between mothers of children with and without stuttering in mental well-being (psychological well-being, emotional well-being), marital satisfaction, and parenting styles practices. Conclusion: Based on the findings of this study it can be concluded that mothers of children with stuttering have fewer types of better parenting styles and marital satisfaction and ideal psychological factors than mothers of children without stuttering. Objective: The purpose of this study was to compare parenting styles, marital satisfaction and mental well-being between mothers of children with and without stuttering. The research method was a causal-comparative. The statistical population of this study includes all mothers of children with and without stuttering (5 to 13 years of age) in Ardebil in 2018. Methods: The research sample consisted of 60 mothers of children with stuttering and 60 mothers of children without stuttering which were selected through convenience sampling method. To collect the data, parenting practices questionnaire, Hudson's marital satisfaction questionnaire, and subjective well-being questionnaire were used. Results: The results of multivariate analysis of variance indicated that there was a significant difference between mothers of children with and without stuttering in mental well-being (psychological well-being, emotional well-being), marital satisfaction, and parenting styles practices. Conclusion: Based on the findings of this study it can be concluded that mothers of children with stuttering have fewer types of better parenting styles and marital satisfaction and ideal psychological factors than mothers of children without stuttering.

https://jsp.uma.ac.ir/article_3215_9c04a8429dea478624afbed9ce8b81f7.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 The effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting the academic achievement of girl high school students. The effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting the academic achievement of girl high school students. 58 70 3155 10.22098/jsp.2024.10650.5252 FA Sodabeh Rafigh Irani PhD student in psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Mohammad Narimani Excellent Professor of Psychology, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Asghar Nakhostin Goldoost Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2022 04 16 Objective: The present study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting academic achievement of female high school students. Methods: The experimental research method was pretest-posttest design with a control group. The statistical population of this study included all female high school students in the second year of high school (tenth, eleventh and twelfth grade) in Ardabil in the academic year 1401-1400. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 people (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention of the educational package to reduce academic burnout were presented. Results: To collect data in the pre-test and post-test stages, academic burnout questionnaire, short form of anxiety, depression and stress questionnaire and Pham and Taylor academic achievement questionnaire (EPT) were used. Data analysis was analyzed by multivariate analysis of covariance. Findings showed that the educational program to reduce academic burnout had a significant effect on reducing psychological distress (anxiety, depression and stress) (P <0.05) and improving academic achievement (P <0.01) of female high school students. Conclusion: The educational package to reduce academic burnout is effective in reducing psychological disturbances and increasing academic achievement. Objective: The present study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting academic achievement of female high school students. Methods: The experimental research method was pretest-posttest design with a control group. The statistical population of this study included all female high school students in the second year of high school (tenth, eleventh and twelfth grade) in Ardabil in the academic year 1401-1400. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 people (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention of the educational package to reduce academic burnout were presented. Results: To collect data in the pre-test and post-test stages, academic burnout questionnaire, short form of anxiety, depression and stress questionnaire and Pham and Taylor academic achievement questionnaire (EPT) were used. Data analysis was analyzed by multivariate analysis of covariance. Findings showed that the educational program to reduce academic burnout had a significant effect on reducing psychological distress (anxiety, depression and stress) (P <0.05) and improving academic achievement (P <0.01) of female high school students. Conclusion: The educational package to reduce academic burnout is effective in reducing psychological disturbances and increasing academic achievement.

https://jsp.uma.ac.ir/article_3155_006a061fbe623cfcf3351fb459a72e50.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 The Effectiveness of Mindfulness-Based Parenting Education Program on Quality of Parent-Child Relationships and Parenting Stress of Parents of Children Age Preschool in Tehran City The Effectiveness of Mindfulness-Based Parenting Education Program on Quality of Parent-Child Relationships and Parenting Stress of Parents of Children Age Preschool in Tehran City 71 86 3139 10.22098/jsp.2024.13420.5639 FA Minoo Sadat Hosseini Sohi M.Sc, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. Fariborz Dortaj Corresponding Author, Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. Soghra Ebrahimi Ghavam Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran. Journal Article 2023 08 02 Objective: The aim of this study was to investigate the effectiveness of mindfulness-based parenting education program on quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city. Methods: This study is an applied one, and quasi-experimental study was conducted with a pretest-posttest design with control group and two month’s follow-up was used to collect the data. The statistical population was all parents of children in Tehran city in year 1399. In first, 30 people were selected by available sampling method and then randomly divided into experimental and control groups (15 experimental and 15 control). For the parents of children in the experimental group, the mindfulness-based parenting education program was implemented in 8 sessions, each session lasting two hour. The instruments used in this study include the parent child relationship scale of Pianta (1992) and parenting stress index–short form of Abidin (1995). Data analysis was performed using SPSS software in two sections: descriptive and inferential (analysis of variance with repeated measures and post-hoc Bonferroni). Results: Results indicated that mindfulness-based parenting education program, significantly improvement quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city and the results have had enough consistency in the follow-up period, as well (P<0.05). Conclusion: The study findings proposed that mindfulness-based parenting education program can be used as an effective intervention in order to improvement the quality of parent-child relationships and parenting stress. Objective: The aim of this study was to investigate the effectiveness of mindfulness-based parenting education program on quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city. Methods: This study is an applied one, and quasi-experimental study was conducted with a pretest-posttest design with control group and two month’s follow-up was used to collect the data. The statistical population was all parents of children in Tehran city in year 1399. In first, 30 people were selected by available sampling method and then randomly divided into experimental and control groups (15 experimental and 15 control). For the parents of children in the experimental group, the mindfulness-based parenting education program was implemented in 8 sessions, each session lasting two hour. The instruments used in this study include the parent child relationship scale of Pianta (1992) and parenting stress index–short form of Abidin (1995). Data analysis was performed using SPSS software in two sections: descriptive and inferential (analysis of variance with repeated measures and post-hoc Bonferroni). Results: Results indicated that mindfulness-based parenting education program, significantly improvement quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city and the results have had enough consistency in the follow-up period, as well (P<0.05). Conclusion: The study findings proposed that mindfulness-based parenting education program can be used as an effective intervention in order to improvement the quality of parent-child relationships and parenting stress.

https://jsp.uma.ac.ir/article_3139_45310be04f11d9739c51ac0c9e802ebe.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 The Structural pattern of Relationship between‏ ‏Insecure Attachment Styles and‏ ‏Depression ‎Symptoms‏ ‏in Students: Mediating Role of Perfectionism The Structural pattern of Relationship between‏ ‏Insecure Attachment Styles and‏ ‏Depression ‎Symptoms‏ ‏in Students: Mediating Role of Perfectionism 87 102 3140 10.22098/jsp.2024.14161.5738 FA Zahra Sadat Hosseini PhD Student in psychology, Department of Clinical Psychology, Semnan University, Semnan, Iran Mahmoud Najafy Associate Professor, Department of Clinical Psychology, Semnan University, Semnan, Iran Journal Article 2023 12 04 Aim: The primary objective of this study was to explore the mediating role of perfectionism in the ‎connection between Insecure attachment and depression symptoms.‎‏ ‏ Method: In the current research, a ‎descriptive and correlational approach was employed, and the proposed model introduced within the study was ‎assessed through the application of structural equation modeling‏.‏‎ The statistical population for this study ‎comprised second-grade high school students from Delijan city, enrolled in the 1401-1402 academic year. A ‎total of 550 students were selected using random cluster sampling. Data collection for this study incorporated ‎multiple instruments, including the attachment scale (Collins and Reed, 1990),‎‏ ‏perfectionism scale ‎‎(Hewitt‏ ‏and Flett, 1991), and the depression subscale of DASS-21 (Lovibond & Lovibond, 1995). Result: The ‎results indicated that the structural model presented in this research fits the collected data. There was a direct ‎positive relationship between depression and avoidant attachment, anxious attachment, and perfectionism‏ ‏‎(p = ‎‎0/001). Furthermore, the indirect relationship of depression with avoidant attachment‏ ‏‎(p = 0/002) and anxious ‎attachment‏ ‏‎(p = 0/001)‎‏ ‏mediated by perfectionism, was also significant.‎‏ ‏ Conclusion: The findings highlighted ‎the mediating role of perfectionism in the relationship between avoidant and anxious attachment styles‏ ‏with ‎depression. Consequently, enhancing the quality of interpersonal relationships could be achieved through ‎educational initiatives aimed at increasing awareness among parents, students, and educational authorities ‎regarding ineffective perfectionism and detrimental attachment styles. Moreover, these research outcomes ‎hold potential significance in the realms of psychopathology and the development of treatment protocols, ‎particularly by emphasizing the intermediary influence of perfectionism.‎ Aim: The primary objective of this study was to explore the mediating role of perfectionism in the ‎connection between Insecure attachment and depression symptoms.‎‏ ‏ Method: In the current research, a ‎descriptive and correlational approach was employed, and the proposed model introduced within the study was ‎assessed through the application of structural equation modeling‏.‏‎ The statistical population for this study ‎comprised second-grade high school students from Delijan city, enrolled in the 1401-1402 academic year. A ‎total of 550 students were selected using random cluster sampling. Data collection for this study incorporated ‎multiple instruments, including the attachment scale (Collins and Reed, 1990),‎‏ ‏perfectionism scale ‎‎(Hewitt‏ ‏and Flett, 1991), and the depression subscale of DASS-21 (Lovibond & Lovibond, 1995). Result: The ‎results indicated that the structural model presented in this research fits the collected data. There was a direct ‎positive relationship between depression and avoidant attachment, anxious attachment, and perfectionism‏ ‏‎(p = ‎‎0/001). Furthermore, the indirect relationship of depression with avoidant attachment‏ ‏‎(p = 0/002) and anxious ‎attachment‏ ‏‎(p = 0/001)‎‏ ‏mediated by perfectionism, was also significant.‎‏ ‏ Conclusion: The findings highlighted ‎the mediating role of perfectionism in the relationship between avoidant and anxious attachment styles‏ ‏with ‎depression. Consequently, enhancing the quality of interpersonal relationships could be achieved through ‎educational initiatives aimed at increasing awareness among parents, students, and educational authorities ‎regarding ineffective perfectionism and detrimental attachment styles. Moreover, these research outcomes ‎hold potential significance in the realms of psychopathology and the development of treatment protocols, ‎particularly by emphasizing the intermediary influence of perfectionism.‎

https://jsp.uma.ac.ir/article_3140_09c6d88827866f499a546729e3a39d44.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 2 2024 07 22 A Comparison of Neuropsychological Indices Associated with Executive Functions in Children with AHDH, Conduct Disorder and Normal Children A Comparison of Neuropsychological Indices Associated with Executive Functions in Children with AHDH, Conduct Disorder and Normal Children 103 115 3153 10.22098/jsp.2024.14696.5793 FA Eghbal Sadeghi Department of Psychology, Faculty of Humanity and Social Sciences, University of Kurdistan, Sanandaj, Iran. Mehdi Zemestani Professor, Department of Psychology, Faculty of Humanity and Social Sciences, University of Kurdistan, Sanandaj, Iran Journal Article 2024 02 16 Objective: The aim of current study was to comparing neuropsychological indicators related to executive functions in children with attention deficit-hyperactivity disorder (ADHD) with and without conduct disorder (CD) and normal children. Methods: The current research was a descriptive and causal-comparative study. The statistical population included all children with pure ADHD or comorbid with CD (ADHD+CD) who were studying in special schools and in regular schools at the Kurdistan province. A sample of 111 children were selected using the purposive sampling method. Research tools were Children Symptom Inventory, Connors’ Continuous Performance Test, Go/No-Go Task, and Stroop Task. The research data were analyzed using multivariate analysis of variance (MANOVA) and Sheffe's post hoc test in SPSS-22. Results: No significant difference was found between the ADHD and ADHD+CD groups in the sustained attention, but significant difference was observed in the impulse control between the ADHD+CD and the normal groups. Conclusion: Findings can have practical implications in providing cognitive rehabilitation interventions for children with ADHD and CD. Strengthening the executive functions of these children through targeted and focused interventions on executive functions associated with sustained attention and impulse control plays a key role in improving the academic and educational abilities of these children. Objective: The aim of current study was to comparing neuropsychological indicators related to executive functions in children with attention deficit-hyperactivity disorder (ADHD) with and without conduct disorder (CD) and normal children. Methods: The current research was a descriptive and causal-comparative study. The statistical population included all children with pure ADHD or comorbid with CD (ADHD+CD) who were studying in special schools and in regular schools at the Kurdistan province. A sample of 111 children were selected using the purposive sampling method. Research tools were Children Symptom Inventory, Connors’ Continuous Performance Test, Go/No-Go Task, and Stroop Task. The research data were analyzed using multivariate analysis of variance (MANOVA) and Sheffe's post hoc test in SPSS-22. Results: No significant difference was found between the ADHD and ADHD+CD groups in the sustained attention, but significant difference was observed in the impulse control between the ADHD+CD and the normal groups. Conclusion: Findings can have practical implications in providing cognitive rehabilitation interventions for children with ADHD and CD. Strengthening the executive functions of these children through targeted and focused interventions on executive functions associated with sustained attention and impulse control plays a key role in improving the academic and educational abilities of these children.

https://jsp.uma.ac.ir/article_3153_36b471c85afc35e71a4e1d03a2d406cf.pdf