Iranian Journal of Learning and Memory

Abstract Objective: The current study examines the efficacy of cognitive rehabilitation approaches in managing behavioral issues and emotional self-regulation in students with attention deficit hyperactivity disorder (ADHD). Method: Using a semi-experimental approach with a pretest and posttest control group design, the sampling frame included all students between the ages of 9-13 years with ADHD seeking counseling at a counseling center in Yazd province in Iran in the 2023-2024 academic year. A sample of thirty students was systematically selected using convenience sampling and randomly assigned to the experimental and control groups. Both the Rutter Behavioral Problems Questionnaire (RBPQ) and the Emotional Self-Regulation Questionnaire (ESRQ) were utilized to assess the variables of interest in the pretest and posttest phases. While the experimental group underwent eight one-hour sessions using the computerized cognitive rehabilitation program in weekly sessions, the control group did not receive any intervention. Results: Analysis of the results using analysis of covariance (ANCOVA) showed that cognitive rehabilitation had a positive impact in managing behavioral problems and boosting the emotional self-regulation abilities of students with ADHD. Conclusions As a result, computerized cognitive rehabilitation interventions are an effective approach in reducing behavioral problems and improving emotional self-regulation in students with ADHD.

Abstract The present study investigated the relationship among teachers 'mindsets and their perceptions of students' behavior, learning, and achievement, their interpretations of students 'behavior, and their strategies to increase students' motivation through a qualitative approach and a descriptive phenomenological design.The target population of this study includes all female primary school teachers in District 1 of Yazd city. Initially, 18 teachers volunteered to participate in the study, according to the call. Then, they completed mindset questionnaire and after evaluating the answers and determining teachers’ mindset, 5 teachers were purposefully selected for a more profound and more extensive study. The data were collected using Dweck's Mindset Questionnaire (2000) and Semi-structured interviews. Content analysis was used to analyze the data and the results showed that the relationship between teachers 'mindsets and their perceptions of students' behavior, learning, and progress could be traced through the categories such as fixed mindset's teacher, growth mindset's teacher, and six factors including stereotypes, performance interpretation, evaluation, instruction, motivation, and responsibility. In general, it can be said that teachers 'mindset affect the way, they interpret students' behavior, learning, and success, it is influential on teachers' instructions, evaluations, and responsibilities in the teaching process as well as the type of activities that they use to increase students' motivation. Furthermore, the results showed that teachers' mindsets are intertwined with cultural assumptions; and teachers can be made aware of cultural challenges by increasing their level of knowledge and modifications of their mindsets.

Abstract The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. The results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competency has an indirect effect on the students' emotion via the teachers' positive emotions.