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year 15, Issue 3 (3rd Spring 2026 2026)
Rooyesh 2026, 15(3): 175-184 |
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Ethics code: IR.IAU.AHVAZ.REC.1403.422
Clinical trials code: IRCT85748
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Shams S, Homaei R, Joharifard R, Hafezi F. (2026). Comparing the Effectiveness of Computerized Cognitive Rehabilitation and Self-Regulation Strategy Training on Cognitive Flexibility and Academic Emotions in Students with Attention-Deficit/Hyperactivity Disorder. Rooyesh. 15(3), 175-184.
URL: http://frooyesh.ir/article-1-6816-en.html
URL: http://frooyesh.ir/article-1-6816-en.html
1- PhD student, Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. drhomaei@iau.ac.ir ,drhomaei@iau.ac.ir
3- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. drhomaei@iau.ac.ir ,
3- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
Abstract: (214 Views)
This study aimed to compare the effectiveness of computerized cognitive rehabilitation and self-regulation strategy training on cognitive flexibility and academic emotions in students with attention-deficit/hyperactivity disorder (ADHD). A quasi-experimental design with a pretest–posttest control group and a two-month follow-up was employed. The study population consisted of elementary school students aged 9 to 11 years diagnosed with ADHD during the 2024–2025 academic year in Tehran. Using purposive sampling, 45 students were selected and randomly assigned to two experimental groups and one control group (15 participants per group). The research instruments included the teacher form of the Conners’ Rating Scale (CTRS), the Wisconsin Card Sorting Test (WCST), and the Academic Emotions Questionnaire (AEQ). The first experimental group received computerized cognitive rehabilitation using the Captain’s Log program, while the second experimental group participated in self-regulation strategy training. Both interventions were conducted in twelve one-hour sessions. Data were analyzed using repeated-measures analysis of variance and Bonferroni post hoc tests. The results showed that both intervention groups demonstrated a significant improvement in cognitive flexibility and academic emotions from pretest to posttest compared to the control group (p<.05). No significant differences were observed between the two intervention groups at the follow-up stage. These findings indicate that computerized cognitive rehabilitation and self-regulation strategy training are effective interventions for enhancing cognitive flexibility and improving academic emotions in students with ADHD.
Keywords: Computer-based Cognitive Rehabilitation, Self-regulation Strategies, Cognitive Flexibility, Academic Emotion, ADHD.
Type of Article: Applicable |
Subject:
General Psychology
Received: 2025/12/14 | Accepted: 2025/12/22 | ePublished: 2026/05/30
Received: 2025/12/14 | Accepted: 2025/12/22 | ePublished: 2026/05/30
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