اثربخشی آموزش مداخله شناختی- هیجانی- اجتماعی حافظه فعال بر بهبود خلاقیت کلامی، خودکارآمدی تحصیلی و خودآگاهی شناختی دانش‌آموزان دارای ناتوانی‌های یادگیری

References

Abedi, M. R., Sadeghi, A. and Rabiei, M. (2015). Standardization of the Wechsler Intelligence Scale for Children - IV in Chahar Mahal Va Bakhteyri State. Psychological Achievements, 22(2), 99-116. [Doi: 10.22055/psy.2016.12310]. (Persian).

Ahmed, S. F., Ellis, A., Ward, K. P., Chaku, N., & Davis-Kean, P. E. (2022). Working memory development from early childhood to adolescence using two nationally representative samples. Developmental psychology, 58(10), 1962.

[DOI: 10.1037/dev0001396].

Amiri, F., Vais-Karami, H., Sepahwandi, A. (2018). The effectiveness of cognitive emotion regulation training on emotional creativity and mental vitality of gifted students in the first year of secondary school. Cognitive Analytical Psychology, 9(33): 47-57.[DOI:20.1001.1.28222476.1397.9.33.4.8]. (Persian).

Arjomandnia, A. A., Ghasemzadeh, S., Shafiei, A., Mesbahipour, N. (2021). Investigating the effect of verbal working memory intervention on emotional working memory performance of students with reading disorders. Studies in Education and Learning, 13(1): 163-180.[DOI: 10.22099/jsli.2021.6318]. (Persian).

Aro, T., Eklund, K., Eloranta, A. K., Närhi, V., Korhonen, E., & Ahonen, T. (2019). Associations between childhood learning disabilities and adult-age mental health problems, lack of education, and unemployment. Journal of Learning Disabilities, 52(1), 71-83. [DOI: 10.1177/0022219418775118].

Azizi Nejad, B. & Divband, A. (2023). Causal Model of the Medicating Role of Creativity on the relationship between Parenting style with Academic Achievement and Adjustment. Journal of School Psychology, 11(4), 106-118. [Doi: 10.22098/jsp.1401.1608]. (Persian).

Bayat Shahbazi, F., Arjmandnia, A. A., Nemati, R. (2022). Effectiveness of working memory on visual-spatial working memory performance of pre-school children with learning problem at risk. Shenakht Journal of Psychology and Psychiatry, 8 (6): 69-82. http://shenakht.muk.ac.ir/article-1-1286-fa.html.

Beaty, R. E., Silvia, P. J., Nusbaum, E. C., Jauk, E., & Benedek, M. (2014). The roles of associative and executive processes in creative cognition. Memory & Cognition, 42(open in a new window). (7(open in a new window)), 1186–1197.  [DOI: 10.3758/s13421-014-0428-8].

Benedek, M., & Fink, A. (2019). Toward a neurocognitive framework of creative cognition: The role of memory, attention, and cognitive control. Current Opinion in Behavioral Sciences, 27(open in a new window), 116–122.

[DOI: 10.1016/j.cobeha.2018.11.002].

Chen, P. Z., Chang, T. C., & Wu, C. L. (2020). Effects of gamified classroom management on the divergent thinking and creative tendency of elementary students. Thinking Skills and Creativity, 36, Article 100664. https://doi.org/10.1016/j.tsc.2020.100664.

Dehghani, Y., Moradi, N. (2018). Working memory training on inhibition and reading performance of students with specific learning disabilities (dyslexia). Neuropsychological, 4(15): 123-142. https://ensani.ir/file/download/article/1568184398-10112-15-8.pdf. (Persian).

Du Rocher, A. R. (2020). Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism. Active Learning in Higher Education, 21(3), 203- 216. [DOI:10.1177/1469787418765515].

Friedman, N. P., & Robbins, T. W. (2022). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 72-89. [DOI: 10.1038/s41386-021-01132-0].

Gerver, C. R., Griffin, J. W., Dennis, N. A., & Beaty, R. E. (2023). Memory and creativity: A meta-analytic examination of the relationship between memory systems and creative cognition. Psychonomic Bulletin & Review, 30(6), 2116-2154. https://link.springer.com/article/10.3758/s13423-023-02303-4.

Ghahraman, M., Habibi-Kleiber, R., Farid, A. (2019). The effectiveness of emotional working memory training on reducing behavioral problems and behavioral inhibition in students. Education and Evaluation, 13(49): 169-184. [DOI: 10.30495/jinev.2020.673987]. (Persian).

Gu, X., Tan, Y., Wu, X., Cai, Z., Lai, Q., Cheng, M., & Zhao, Q. (2022). Active versus passive strategy in online creativity training: How to best promote creativity of students with different cognitive styles? Thinking Skills and Creativity, 44, 101021. [DOI: 0.1016/j.tsc.2022.101021].

Hassani, M., Nadi, M. A., Sajjadian, A. (2019). The effect of cognitive-emotional-social working memory package training on improving students' metacognition and emotional creativity. Journal of Child Mental Health, 7(3): 108-127.  [DOI: 10.52547/jcmh.7.3.10]. (Persian).

Igomigo, R., Obosi, A., & Oyelade, O. (2023). Influence of self-efficacy, academic motivation, academic stress and anxiety on memory recall among PG students. [DOI: 10.21203/rs.3.rs-3715535/v1].

Jokar, F., Adib Sareshki, N., Pourmohammadreza Tajrisi, M., Hosseinzadeh, S. (2014). Comparison of academic engagement between students with and without learning disabilities in a distance education system. Journal of Childhood Health and Education, 4(2): 1-11.  [DOI: 10.32592/jeche.4.2.1].

Jylänki, P., Sipinen, E., Mbay, T., Sääkslahti, A., & Aunio, P. (2023). Combining numerical relational and fundamental motor skills to improve preschoolers' early numeracy: A pilot intervention study. International Journal of Early Childhood, 55(1), 131-154.  [DOI:10.1007/s13158-022-00329-8].

Kalsoom, T., Mujahid, A. H., & Zulfqar, A. (2020). Dyslexia as a learning disability: Teachers' perceptions and practices at school level. Bulletin of Education and Research, 42(1), 155-166. https://files.eric.ed.gov/fulltext/EJ1258036.pdf.

Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology, 91(4), 1110-1126.  [DOI: 10.1111/bjep.12408].

Li, S., Wang, Z., Wang, J., & He, J. (2024). Metacognition predicts critical thinking ability beyond working memory: Evidence from middle school and university students. Thinking Skills and Creativity, 101572.  [DOI: 10.1016/j.tsc.2024.101572].

Khodadadi, M., Mashhadi, A. and Amani, Nasrin. (2009). Working Memory Training Software, Tehran: Sina Behavioral Sciences Research Institute. https://www.sinapsycho.com/Shop/Product/1426. (Persian).

Lu, R., Zhang, Y., Bao, N., Su, M., Zhang, X., & Shi, J. (2022). Visuospatial, rather than verbal working memory capacity plays a key role in verbal and figural creativity. Thinking & Reasoning, 28(1), 29-60. [DOI:10.1080/13546783.2021.1911848].

Margolis, A. E., & Liu, R. (2023). Anxiety, executive functions, and reading disorder: A neurobiological view. Learning Disorders Across the Lifespan: A Mental Health Framework, 17-24.   [DOI: 10.1007/978-3-031-21772-2_3].

Mitsea, E., Drigas, A., & Skianis, C. (2024). Well-Being Technologies and Positive Psychology Strategies for Training Metacognition, Emotional Intelligence and Motivation Meta-Skills in Clinical Populations: A Systematic Review. Psych, 6(1), 305-344. [DOI: 10.3390/psych6010019].

Mohammadi, H., Hatami, J., Kormi-Nouri, R., Mansouri, J.  Mafakhery, D. and khademi, H. (2021). Comparison of Working Memory Function between Bilingual and Monolingual Students with Special Learning Disabilities. Journal of Applied Psychological Research, 11(4), 165-179.

[DOI: 10.22059/japr.2021.294000.643394]. (Persian).

Mohammadlou, M., Sotoude Asl, N., Ghorbani, R. and Talepasand, S. (2024). The Effectiveness of Cognitive Rehabilitation on Improving Selective Attention, Cognitive Flexibility and Academic Progress of Students with Specific Learning Disorders. Journal of Applied Psychological Research, 15(1), 317-340.

 [DOI: 10.22059/japr.2021.294000.643394]. (Persian).

Mushtaghi Sharifzadeh, M., Mansouri, A., Bagherzadeh Golmakani, Z. (2019). The mediating role of processing speed in the relationship between working memory and phonological awareness with reading in students with reading disorders. Behavioral Sciences Research of Isfahan University of Medical Sciences, 18(4): 568-576. [DOI:10.52547/rbs.18.4.568].

Nazari, Heydar, Rezaei, Fatemeh, and Mirdrikvand, Fadlallah. (2015). Investigating the effect of metacognitive strategies training on academic self-efficacy of first-year students of the second cycle of secondary school in Noorabad city. National Congress of Child and Adolescent Psychology. https://www.sid.ir/paper/828657/fa. (Persian).

Ortiz, R., Estévez, A., Muñetón, M., & Domínguez, C. (2016). Visual and auditory perception in preschool children at risk for dyslexia. Research in Developmental Disabilities, 35(11), 2673-2680.

 [DOI: 10.1016/j.ridd.2014.07.00].

Pirani, Z. (2016). An intervention in the cognitive and emotional functions of dyslexic students: The effectiveness and efficiency of cognitive-emotional skills training. Learning Disabilities, 5(3): 28-53. https://jld.uma.ac.ir/article_414_a15b9f7e7be85e3b09325d9626ac79de.pdf.

Sala G, Gobet F. (2017). Working memory training in typically developing children: A meta-analysis of the available evidence developmental psychology, 53(4), 671. [DOI: 10.3758/s13423-019-01681-y].

Taghizadeh, A., Zare Bahramabadi, M., and Shafiabadi, A. (2014). The relationship between social acceptance and academic self-efficacy with bullying in middle school female students. Research and Health, 4(2), 721-727. https://iranjournals.nlai.ir/handle/123456789/541001. (Persian).

Ugwu, F. O., Onyishi, I. E., & Tyoyima, W. A. (2013). Exploring the relationships between academic burnout, self-efficacy and academic engagement among Nigerian college students. In The African Symposium, 13(2), 37-45. https://www.researchgate.net/profile/Fabian-Ugwu-2/publication/.

Shafigh S, Bigdeli H, Khoyeeni F. (2024). The effect of modeling reading and attention on reading learning disorder mediated by classroom perception in students. Rooyesh. 12(11), 97-108. [DOI:10.29252/rooyesh]. (Persian).

Sharifidaramadi, M., Dortaj, F. & Vakili, S. (2024). The effectiveness of narrative exposure therapy on cognitive emotion regulation and academic self-efficacy in students who are victims of domestic violence. Journal of School Psychology, 13(4), 87-98. [Doi: 10.22098/jsp.2025.15365.5899]. (Persian).

Sosa, P. M., Gonçalves, R., Carpes, F. P., & Mello-Carpes, P. B. (2018). Active memory reactivation previous to the introduction of a new related content improves students’ learning. Advances in physiology education, 42(1), 75-78. [DOI: 10.1152/advan.00077.2017].

Vaccaro, A. G., & Fleming, S. M. (2018). Thinking about thinking: A coordinate-based meta-analysis of neuroimaging studies of metacognitive judgements. Brain and neuroscience advances, 2, 23-39.  [DOI: 10.1177/2398212818810591].

Wen, Z. E., & Jackson, D. O. (2022). Working memory. In The Routledge handbook of second language acquisition and individual differences (pp. 54-66). Routledge.  [DOI: 10.4324/9781003270546-5].

Yaghoubi, A., Mohagheghi, Hossein & Mottaqian, Maryam. (2013). The role of gender, field of study and time management in predicting verbal creativity of students at Bu Ali Sina University. Innovation and Creativity in the Humanities, 3(1), 54-39. https://journals.iau.ir/article_523627.(Persian).

Yeh, Y. C., Lai, G. J., Lin, C. F., Lin, C. W., & Sun, H. C. (2015). How stress influences creativity in game-based situations: Analysis of stress hormones, negative emotions, and working memory. Computers & Education, 81, 143-153. [DOI: 10.1016/j.compedu.2014.09.011