Volume 19, Issue 5 (Pajouhan Scientific Journal, Autumn 2021)
Pajouhan Sci J 2021, 19(5): 43-50 |
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Soorgi S, Godarzi Y, Shabib Asl N, Ghorbani M. The Effectiveness of Executive Function Training on Students' Academic Vitality and Academic Performance. Pajouhan Sci J 2021; 19 (5) :43-50
URL: http://psj.umsha.ac.ir/article-1-863-en.html
URL: http://psj.umsha.ac.ir/article-1-863-en.html
1- Department of Educational Sciences, Farhangian University, Birjand, Iran , S.Sorgi.95@gmail.com
2- Raja University, Qazvin, Iran
3- Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
4- Department of Psychology, Electronics Branch, Islamic Azad University, Tehran, Iran
2- Raja University, Qazvin, Iran
3- Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
4- Department of Psychology, Electronics Branch, Islamic Azad University, Tehran, Iran
Abstract: (1602 Views)
Aims: Academic vitality can play an effective role in students' academic performance; therefore, the aim of this study was to determine the effectiveness of executive function training on students' academic vitality and academic performance.
Materials & Methods: The quasi-experimental research method was pretest-posttest with a control group with a follow-up period. From the statistical population that included all seventh-grade male students in Birjand in the academic year 2019-2020, 40 people were selected by available sampling method and randomly assigned to experimental and control groups (20 people in each group); they answered "academic vitality" and "academic performance" questionnaires. The experimental group participated in 16 sessions of 90 minutes of executive-functional training, but the control group did not receive any training. Data analysis was performed using SPSS software version 24 and analysis of variance with repeated measures between groups.
Findings: Executive function training was effective in improving students' academic vitality and academic performance (p<0.01). These results continued in the follow-up period (p<0.01).
Conclusion: The empowerment program based on executive functions can, along with other intervention methods, be effective in improving the vitality and academic performance of students.
Materials & Methods: The quasi-experimental research method was pretest-posttest with a control group with a follow-up period. From the statistical population that included all seventh-grade male students in Birjand in the academic year 2019-2020, 40 people were selected by available sampling method and randomly assigned to experimental and control groups (20 people in each group); they answered "academic vitality" and "academic performance" questionnaires. The experimental group participated in 16 sessions of 90 minutes of executive-functional training, but the control group did not receive any training. Data analysis was performed using SPSS software version 24 and analysis of variance with repeated measures between groups.
Findings: Executive function training was effective in improving students' academic vitality and academic performance (p<0.01). These results continued in the follow-up period (p<0.01).
Conclusion: The empowerment program based on executive functions can, along with other intervention methods, be effective in improving the vitality and academic performance of students.
Type of Study: Research Article |
Subject:
Medicine & Clinical Sciences
Received: 2021/12/18 | Accepted: 2021/12/1 | Published: 2021/12/1
Received: 2021/12/18 | Accepted: 2021/12/1 | Published: 2021/12/1
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