THE EFFECTIVENESS OF THIRD FOLDS INSTRUCTIONAL INTERVENTIONS (SELF-REGULATION OF ATTENTIONAL BEHAVIOR, SELF-REGULATION OF MOTIVATIONAL BEHAVIORS AND VERBAL SELF INSTRUCTION) ON THE ACADEMIC SELF-EFFICACY AND MATH PERFORMANCE OF CHILDREN WITH ADHD

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MORADI A.R.; HASHEMI TOURAJ; FARZAD VALI ELAH; KERAMATI H.; BEYRAMI M.; KAVOUSIAN J.

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Journal: RESEARCH IN PSYCHOLOGICAL HEALTH Year:2008 | Volume:2 | Issue:1 Page(s): 5-15

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Title

THE EFFECTIVENESS OF THIRD FOLDS INSTRUCTIONAL INTERVENTIONS (SELF-REGULATION OF ATTENTIONAL BEHAVIOR, SELF-REGULATION OF MOTIVATIONAL BEHAVIORS AND VERBAL SELF INSTRUCTION) ON THE ACADEMIC SELF-EFFICACY AND MATH PERFORMANCE OF CHILDREN WITH ADHD

Author(s)

Keywords

SELF-REGULATION OF ATTENTIONAL BEHAVIORQ3

SELF-REGULATION OF MOTIVATIONAL BEHAVIORQ3

VERBAL SELF-INSTRUCTIONQ3

ACADEMIC SELF-EFFICACYQ2

Abstract

Attention deficit disorder along with hyperactivity (AOHO) is among the most controversial childhood and adolescent which have been subject to extensive studies, reported to be associated with a variety of adverse adolescent and adult outcomes, characterized by inattention, impulsivity and hyperactivity. This study aim at comparing the effects of the SELF-REGULATION OF ATTENTIONAL BEHAVIOR, self-regulation of motivational behaviors and VERBAL SELF-INSTRUCTION on the ACADEMIC SELF-EFFICACY and math performance of children with AOHO. The methodology utilized in this study is semi-experimental through which a random sampling procedure was conducted to replace 40 grade 3 students from the city of Tabriz in to four groups. Information gathering tools in the study comprised of diagnostic interview on the basis of OSMTR criteria, Interview with parents and teachers and children pathological symptoms questionnaire. The data gathered were analyzed through on-way variance and multi-variable variance procedures. The results reveal that: a) Instruction of SELF-REGULATION OF MOTIVATIONAL BEHAVIOR and VERBAL SELF-INSTRUCTION strategies has significant influences over AOHD student’s self-efficacy perceive b) Instruction of self-regulation of attention behavior strategies has positive meaningful effects on ADHO student's academic achievement.

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APA: Copy

MORADI, A.R., HASHEMI, TOURAJ, FARZAD, VALI ELAH, KERAMATI, H., BEYRAMI, M., & KAVOUSIAN, J.. (2008). THE EFFECTIVENESS OF THIRD FOLDS INSTRUCTIONAL INTERVENTIONS (SELF-REGULATION OF ATTENTIONAL BEHAVIOR, SELF-REGULATION OF MOTIVATIONAL BEHAVIORS AND VERBAL SELF INSTRUCTION) ON THE ACADEMIC SELF-EFFICACY AND MATH PERFORMANCE OF CHILDREN WITH ADHD. RESEARCH IN PSYCHOLOGICAL HEALTH, 2(1), 5-15. SID. https://sid.ir/paper/133990/en

Vancouver: Copy

MORADI A.R., HASHEMI TOURAJ, FARZAD VALI ELAH, KERAMATI H., BEYRAMI M., KAVOUSIAN J.. THE EFFECTIVENESS OF THIRD FOLDS INSTRUCTIONAL INTERVENTIONS (SELF-REGULATION OF ATTENTIONAL BEHAVIOR, SELF-REGULATION OF MOTIVATIONAL BEHAVIORS AND VERBAL SELF INSTRUCTION) ON THE ACADEMIC SELF-EFFICACY AND MATH PERFORMANCE OF CHILDREN WITH ADHD. RESEARCH IN PSYCHOLOGICAL HEALTH[Internet]. 2008;2(1):5-15. Available from: https://sid.ir/paper/133990/en

IEEE: Copy

A.R. MORADI, TOURAJ HASHEMI, VALI ELAH FARZAD, H. KERAMATI, M. BEYRAMI, and J. KAVOUSIAN, “THE EFFECTIVENESS OF THIRD FOLDS INSTRUCTIONAL INTERVENTIONS (SELF-REGULATION OF ATTENTIONAL BEHAVIOR, SELF-REGULATION OF MOTIVATIONAL BEHAVIORS AND VERBAL SELF INSTRUCTION) ON THE ACADEMIC SELF-EFFICACY AND MATH PERFORMANCE OF CHILDREN WITH ADHD,” RESEARCH IN PSYCHOLOGICAL HEALTH, vol. 2, no. 1, pp. 5–15, 2008, [Online]. Available: https://sid.ir/paper/133990/en

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