Normal 0 false false false MicrosoftInternetExplorer4 st1:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} Abstract Introduction: Stress has wall- known effects in the pathogenesis of many physical and mental disorders and training of stress management skills may help individuals to reduce the adverse psychological consequences of it in such conditions. This study was aimed to assess the effects of stress management skills training on the academic achievement of girl students. Method and Materials: A semi-experimental study carried out in the girls' high schools of Tiran and Karvan city in the 2006-2007 academic year. A total number of 198 students were selected through randomized cluster sampling and randomly assigned to the case and the control groups. Their coping styles were assessed using the Checklist of Stress-Revised (CS-R).After performing Stress Management Skills Training for the case group, in an active mutual participation model, the final average academic scores of the first (pre-intervention) and the second (post-intervention) academic half-year examinations were compared between the two group using t-student and t-paired tests running SPSS-10 software. Results: No significant difference was found between two groups regarding their use of problem-focused, emotion-focused, less effective and non-effective styles. Comparing the 18 coping strategy subscales, both groups showed a significant difference only in the impulsivity subscale (p Conclusion: Training stress management skills exerts positive effects in the students' academic achievement.
Aim and Background: The largest group of exceptional children who are enrolled in schools for exceptional children belongs to those with dyscalculia. The present study aimed to investigate the efficacy of mindfulness training on academic self-regulation and progress among the students with dyscalculia. Methods and Materials: The research method was quasi-experimental with a pretest/posttest design and control group. The statistical population of the study consisted of students with dyscalculia in fourth and fifth grades of elementary school in the academic year of 2014-15. The subjects received special services at Sanandaj City, Iran, rehabilitation centers for students with dyscalculia. 30 subjects were randomly selected and assigned to two equal groups of control and experimental. The experimental group participated in a 10-session mindfulness training program, but the control group was just exposed to conventional training at rehabilitation centers. Before and after the program, Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell as well as researcher-made academic progress assessment test were administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. Findings: Following the adjustment of pretest scores, compared to the control group, the experimental group enjoyed a significantly better self-regulation and academic progress (P < 0.050). Conclusions: In general, the findings of the present study are consistent with those of previous studies, which show that cognitive behavioral therapy (CBT)-based training has effectiveness on reducing psychological and academic problems of students with dyscalculia.
