Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 729-740 |
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Mirmahmoudi S, Ghobari Bonab B, Asadzadeh H. The Effectiveness Of A Training Package Based On Cognitive Behavioral Modification On Improving Academic Self-Efficacy In 10-12 Year Old Children With Attention Deficit Hyperactivity Disorder. RBS 2026; 23 (4) :729-740
URL: http://rbs.mui.ac.ir/article-1-2064-en.html
URL: http://rbs.mui.ac.ir/article-1-2064-en.html
1- Department of Psychology, SR.C., Islamic Azad University, Tehran, Iran.
2- Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran ,bghobari@ut.ac.ir
3- Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2- Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran ,
3- Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
Abstract: (428 Views)
Aim and Background: The present study aimed to determine the effectiveness of a training package based on cognitive behavioral modification on improving academic self-efficacy in 10- to 12-year-old children with attention deficit hyperactivity disorder.
Methods and Materials: The research method was an experimental design with a pre-test-post-test design with a control group and a one-month follow-up period. The statistical population included all children aged 10 to 12 years with ADHD Who were referred to counseling centers in Tehran's District 22 in 2024. Thirty of these children were selected by convenience sampling and randomly assigned to the experimental and control groups (15 people in each group). The measurement tool in this study was the Morgan and Jinks (1999) Academic Self-Efficacy Questionnaire. The experimental group underwent 12 60-minute sessions (3 sessions per week) of cognitive behavioral modification group training, and the control group did not receive any intervention. Statistical data analysis was performed using repeated measures analysis of variance using SPSS version 23 software.
Findings: The findings showed that the educational package based on cognitive behavioral modification is effective in improving the academic self-efficacy of 10-12 year old children with attention deficit hyperactivity disorder (p<0.001).
Conclusions: According to the results of this study, it is suggested that a training package based on cognitive behavioral modification, along with other psychological interventions, be used as one of the effective methods in improving the academic self-efficacy of 10- to 12-year-old children with attention deficit hyperactivity disorder.
Methods and Materials: The research method was an experimental design with a pre-test-post-test design with a control group and a one-month follow-up period. The statistical population included all children aged 10 to 12 years with ADHD Who were referred to counseling centers in Tehran's District 22 in 2024. Thirty of these children were selected by convenience sampling and randomly assigned to the experimental and control groups (15 people in each group). The measurement tool in this study was the Morgan and Jinks (1999) Academic Self-Efficacy Questionnaire. The experimental group underwent 12 60-minute sessions (3 sessions per week) of cognitive behavioral modification group training, and the control group did not receive any intervention. Statistical data analysis was performed using repeated measures analysis of variance using SPSS version 23 software.
Findings: The findings showed that the educational package based on cognitive behavioral modification is effective in improving the academic self-efficacy of 10-12 year old children with attention deficit hyperactivity disorder (p<0.001).
Conclusions: According to the results of this study, it is suggested that a training package based on cognitive behavioral modification, along with other psychological interventions, be used as one of the effective methods in improving the academic self-efficacy of 10- to 12-year-old children with attention deficit hyperactivity disorder.
Keywords: Cognitive behavioral modification, academic self-efficacy, attention deficit hyperactivity disorder, children
Type of Study: Research |
Subject:
Special
Received: 2025/12/10 | Accepted: 2026/01/22 | Published: 2026/03/1
Received: 2025/12/10 | Accepted: 2026/01/22 | Published: 2026/03/1
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