مقايسه اثربخشي آموزشي خودتنظيمي رفتار توجهي ، خودتنظيمي رفتار انگيزشي و خودتعليمي كلامي بر عملكرد رياضي و خودكارآمدي تحصيلي كودكان مبتلا به اختلال نقص توجه همراه با بيش فعالي

The effectiveness of third folds instruction¬al interventions (self-regulation of atten- tional behavior, self-regulation of motivational behaviors and verbal self- instruction) on the academic self-efficacy and math performance of children with ADHD

Attention deficit disorder along with hyperactivity (ADHD) 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 ADHD. 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 DSM- TR 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 ADHD stu­dents self-efficacy perceive b) Instruction of self-reg- ulation of attention behavior strategies has positive meaningful effects on ADHD studentʹs academic achievement