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Aim and Background: The present study tried to evaluate the relations between emotional intelligence, motivational beliefs and self-regulatory learning strategies among the students of Isfahan University of Medical Sciences (Isfahan, Iran). Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test. Findings: Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with motivational beliefs were not significant. All paths in the effects of motivational beliefs and self-regulatory learning strategies on academic performance were significant. The components of emotional intelligence, motivational beliefs and self-regulatory learning strategies were all significantly effective on academic performance. Conclusions: The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote emotional intelligence, academic performance, and motivational strategies.

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Aim and Background: The deficits of executive functions, as higher cognitive functions, are of the main criteria of attention deficit hyperactivity disorder (ADHD). The disorder tends to disrupt in behavior learning and academic performance. This study aimed to investigate the effectiveness of the curriculum of executive functions based on the Anderson’s executive control model on learning behaviors and academic performance among the students with attention deficit hyperactivity disorder. Methods and Materials: This was a semi-experimental study with pre-posttest design with two experimental and control groups. The target population of this research was the total of students with attention deficit hyperactivity disorder among all sixth grade elementary schools in district 15 of Tehran City, Iran. 30 students were selected using random sampling, and divided into two groups of experimental and control. The experimental group received ten working sessions of curriculum of executive functions based on the Anderson’s model. The used tools were Conners Teacher Questionnaire, Dortaj Academic Performance Questionnaire, and McDermott Learning Behaviors Scale (LBS). Data were analyzed using multivariate analysis of covariance method. Findings: The curriculum of executive functions based on the Anderson’s model effectively increased self-efficacy, emotional effects, planning, and lack of control of the outcomes of educational performance (P < 0.001 for all). In addition, it significantly increased motivation of competency, attitude toward learning, persistence/attention, and the flexibility strategy of learning behaviors (P < 0.001 for all). Conclusions: The curriculum of executive functions based on the Anderson’s executive control model has an impact on improving the learning behaviors and academic performance among the students with attention deficit hyperactivity disorder.

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Aim and Background: Low achievement is viewed as an ability-productivity discrepancy rather than a learning-ability discrepancy; Therefore, the purpose of this research was to investigate the effectiveness of the cognitive rehabilitation program on the cognitive abilities and academic performance of the gifted with low achieving.
Methods and Materials: This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was the students of the second secondary level of the gifted schools of Khoy city, who are known as gifted students. Among them, 30 students who met the criterion of low academic achievement were purposefully selected as a statistical sample and were randomly assigned to two experimental and control groups. To collect data, Salehi's academic performance questionnaire (2013) and Nejati's cognitive abilities questionnaire (2013) were used. The training program of the intervention group consisted of eight weeks of two sessions (16 sessions in total), 60 minutes of cognitive rehabilitation program training. The control group also followed their normal daily schedule. At the end of the sixteenth week, a post-test was conducted for all participants. The data were analyzed using the analysis of covariance test at the error level of 0.05 with SPSS-19 software.
Findings: The results showed that the sixteen-week cognitive rehabilitation program significantly increased academic performance (P=0.001) and cognitive skills (P=0.001) of gifted students with low progress.
Conclusions: Therefore, it can be concluded that the cognitive rehabilitation program can be used to improve the academic performance and cognitive skills of the gifted with low progress.