عذرا غفاری

The present research is devoted to the study of the effect of teaching self-regulation learning strategies (cognition, metacognition) on self-efficacy and mental health of students in Astara city. The statistical population included all the female students of the first high school (second period) of Astara city in the academic year of 1996-1997. Among these students, 46 students were selected by multi-stage cluster sampling method and they were randomly replaced into two experimental and control groups. The instruments used were: Pentrich and Groot's self-regulated learning strategies questionnaire (1990) and Goldberg and Hiller's general health questionnaire. (1979). The current research is a semi-experimental research of the pre-test-post-test design type with a control group. After conducting the pre-test for the experimental and control groups, the experimental group was trained in self-regulated learning strategies for 10 sessions of 60 minutes based on the theoretical background of the research of Nunes et al. et al., under the title of "How to comprehensively self-regulate?" Then the post-test was done for the experimental and control groups. The results of multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) showed a significant difference in self-efficacy in the experimental group, but this significance was not observed in mental health.

This study aimed to determine the effectiveness of Gagne’s model of instructional design on the attention and working memory capacity of students with attention deficit hyperactivity disorder. This study adopted a quasi-experimental design with pretest-posttest and a control group. The statistical population of the current research consisted of all fifth-grade female students with attention deficit hyperactivity disorder in Tabriz in the academic year 2021-2022. In this study, 30 students with attention problems (scores higher than 72 in the Connors Parent Questionnaire) were selected as the sample and randomly assigned to the experimental and control groups. The experimental group underwent eight training sessions, four sessions per week, each for 30 minutes, using the Gagne’s training model while the control group did not receive any training. It should be mentioned that the computer version of the selective and divided attention and working memory tests were used to collect data. The data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS 22 software. The results showed that Gagne’s model of instructional design is effective in increasing divided attention (P <0.048), selective attention (P <0.018), reducing reaction time (P <0.009), and increasing working memory capacity (P <0.047) in students with attention deficit hyperactivity disorder. Therefore, it is suggested that the content of courses requiring great attention and concentration be designed using Gagne’s model of instructional design and presented to students in order to increase the amount of divided attention , selective attention and working memory capacity and reduce reaction time.

Purpose: The present study aims at determining the effectiveness of the Reigeluth’s educational model on the level of attention and working memory capacity of students with attention deficit disorder. Methodology : This is an applied study in terms of purpose and a quasi-experimental one in terms of data collection, in which, a pre-test-post-test design with a control group was used. The statistical population of the present study includes all fifth grade female students in Tabriz in the academic year 2019-2020. The Conners Parent Questionnaire was used to determine and screen the study sample. Considering the 8% prevalence of attention deficit disorder among students, the Conners Parent Questionnaire was administered to 560 subjects and 30 students with attention problems (scores above 72 in the Conners Parents Questionnaire) were selected as the sample and were randomly assigned to the experimental and control groups. The experimental group was trained in six sessions using the Reigeluth’s educational model and the control group did not receive any training. Selective and divided attention test (Sinai Institute, 2014) and working memory test (Kirschner, 1985) were used to collect data. Data analysis was performed using multivariate and univariate factor covariance analysis. Findings : Findings showed that Reigeluth’s educational model improves the performance of selective and divided attention of students with attention deficit disorder and increases their working memory capacity. Conclusion : An overview of the lesson plan (course perspective) at the beginning of the training creates a clear, stable and organized cognitive structure in the minds of learners. As a result of this structure, students' working memory is activated and meaningful learning occurs. Also, when learning happens among learners in a significant manner, what they have learned remains in their memory for a long time, which will improve their working memory capacity.