نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
2 گروه آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
3 گروه روانپزشکی کودک و نوجوان، دانشکده پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims Attention-deficit hyperactivity disorder (ADHD) is a common childhood disorder that significantly impacts cognitive, academic, and behavioral functioning of students. Improving executive function behaviors and motivation for achievement are key components for academic success and are important goals of educational and rehabilitation interventions. This study aimed to investigate the effect of cognitive-motor rehabilitation on executive function behaviors and motivation for achievement among elementary school students in Tehran.
Methods This study is applied and quasi-experimental in nature, utilizing a pre-test-post-test design with control and experimental groups. The target population included all boys and girls from two schools in District 6 of Tehran during the academic year 2024-2025. Random sampling was conducted, and 30 students (15 girls and 15 boys) were selected from the two schools. Initially, the IVA-2 test was administered as an auxiliary tool for diagnosing ADHD. Following this, a pre-test was conducted with the students, and a cognitive-motor intervention was implemented for 8 weeks. After the intervention was completed, a post-test was conducted, followed by a follow-up phase. In all three stages, in addition to the IVA-2 test, the BRIEF Executive Function Questionnaire was provided to parents and the Motivation for Progress Questionnaire was provided to students. Data were analyzed using SPSS software, version 26 utilizing analysis of variance (ANOVA).
Results The cognitive-motor intervention had a significant impact on improving executive function behaviors and motivation for achievement among students. Additionally, the main effects of the group (experimental and control) on academic motivation and executive functions were significant. Students in the experimental group showed notable improvements in executive functions, particularly in motivation for achievement, compared to the control group.
Conclusion Cognitive-motor games were recognized as an effective tool for enhancing executive functions and motivation for achievement in students with ADHD.
کلیدواژهها [English]
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