اصغر نخستین گلدوست

This study's purpose is to structural model factors affecting organizational forgetfulness. The type of research is applied in terms of purpose and descriptive in terms of how data is collected. The statistical population of this study is all employees of the Department of Education and Human Resources of the Ministry of Industry, Mines and Trade along with the affiliated organizations of the Ministry in the whole country, 385 people. It was obtained that a class was randomly selected. The research measurement tool was a questionnaire that validity and reliability were confirmed by different methods. Data analysis was performed using the factor analysis method and SPSS and Smartpls software. The results showed that individual, and organizational factors (human resource management, change leadership, technology, strategy, culture building, and organizational structure) and environmental factors (competition and stakeholders) have an effect on organizational forgetfulness. Applying these indicators in organizational forgetfulness and increasing organizational knowledge can be considered a positive point in organizational excellence. Therefore, when employees are aware of the consequences of organizational forgetfulness, they will welcome the organization's solutions in this regard.

The present study was conducted with the aim of investigating the effect of teaching positive thinking skills on optimism and academic enthusiasm of elementary school students in Ardabil city. The present research method was a semi-experimental pre-test-post-test type with a control group and a 3-month follow-up. The statistical population of the research included all the female students of the second year of elementary school (4945 people) in the city of Ardabil in the academic year 1402-1403, from which 60 people were selected as a sample by random cluster sampling, and in two groups of 30 people (30 people in the experimental group and 30 people of the control group) were randomly replaced. To collect data, academic optimism questionnaires by Schennen Moran et al. (2013) and academic enthusiasm by Wang et al. (2011) were used. To analyze the data, the analysis of variance test with repeated measurements was used in SPSS.24 software. The findings showed that teaching positive thinking skills leads to an increase in academic optimism in elementary school students (p<0.01); Also, positive thinking training was effective in improving the academic enthusiasm of primary school students and the results of this effect were stable in the period of 3 months (p<0.01). According to the results of this study, positive thinking skill training can be considered as a preventive program for students who have problems and defects in academic and emotional fields or as an intervention program to reduce harm in children and adolescents, especially by therapists and counselors. be placed

Learning disabilities may affect a range of academic skills. The purpose of this study was to compare the effectiveness of self-expression skills and teaching self-monitoring strategies on academic engagment in students with learning disabilities. The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic engagment questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using univariate covariance test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic engagment variable. Therefore, from a practical point of view, it is suggested to use these educational strategies as a technique in the first level of prevention for students who have academic challenges or are unable to manage them.

Attention–deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in school children. There is growing evidence that a problem particularly associated with ADHD is the inability of this group of children to executive functions. In recent years, many interventions, such as working memory training programs, have been effective in alleviating the symptoms of ADHD and have attracted considerable attention. While working memory has a fixed structure, we can hope for more effective and changeable training to strengthen working memory in an emotional context. Considering this point, in the current study, researchers used a modified sample of traditional working memory training derived from Schweizer et al.'s (2013) protocol called emotional working memory training. Therefore, the present study was conducted to determine the effectiveness of emotional working memory training on the executive functions of students with ADHD.

This research method was quasi–experimental and employed a pretest–posttest design with a control group. The study's statistical population included elementary school students of Ardabil City, Iran, with ADHD in 2022–2023. Of whom, 30 qualified candidates were selected by available sampling after meeting the inclusion criteria. The study was conducted in two groups of 15 people, experimental and control. The tools used in this research were Swanson, Nolan, and Pelham Scale–Fourth edition (SNAP–IV scale) (Swanson et al., 2001) and Barkley Deficits in Executive Function Scale–Children and Adolescents (BDEFS–CA) (Barkley, 2012). Emotional working memory training with the software was implemented during 15 sessions of 30–40 minutes only for the experimental group. The obtained data was analyzed using SPSS27 software at two levels of descriptive (mean and standard deviation) and inferential (univariate covariance analysis) statistics. The significance level was set at 0.05.

Univariate covariance analysis showed that emotional working memory training effectively improved executive functions of students with attention–deficit/hyperactivity disorder in the experimental group (p=0.002). Also, 30.5% of the changes in executive functions in the posttest phase are explained by receiving emotional working memory training.

According to the results, emotional working memory training effectively improves the executive functions of students with ADHD by influencing the brain areas related to emotional regulation to enhance the performance of neurocognitive–emotional circuits.

Bullying is one of the problematic behaviors of adolescence. Much research has been conducted on the etiology and treatment of this phenomenon. A common theme of the bullying literature is the disorder in the social-cognitive development of adolescents. Researchers believe that bullying on several levels is associated with a low perception of social competence. Therefore, it seems that one of the antecedents of bullying behavior is a violation of social competence. Another psychological variable that is disturbed in bullying students is the issue of emotional regulation disorder. In recent years, due to the effectiveness and urgent need to prevent and intervene in youth problems, an increasing number of research studies and applications of mindfulness in educational environments have been observed. So, the present study was conducted to investigate the effectiveness of mindfulness training on social competence and emotional dysregulation of bully students.

The research method was quasi-experimental with a pretest-posttest design and a control group. The study's statistical population included the 12th-grade male students of Sarab High School in the academic year 2020-2021. Among them, 30 qualified volunteers were included in the study as a sample by available sampling method and after obtaining the entry criteria. Then, they were randomly divided into two groups of 15 people. The inclusion criteria were as follows: informed consent, studying in boys' schools of the 12th grade, low social competence and emotional dysregulation more than the cut-off point of the questionnaire, and absence of an acute mental problem. The exclusion criteria included receiving psychological interventions before entering the research, unwillingness of the student to continue cooperation in each of the research stages, absence from training sessions, receiving other interventions at the same time as the study, using psychiatric drugs at least two weeks before the start of the intervention, suffering from severe physical or mental illnesses and not participating in all meetings. The instruments used in this study were the Olweus Bully/Victim Questionnaire-Revised (OB/VQ-R) (Olweus, 2006), the Social Competence Questionnaire (Flanner et al., 1990), and the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004). The experimental group received training on mindfulness skills during 8 sessions of 90 minutes per week, 2 sessions as a group, and during this period, the control group did not receive any training. Data analysis was done using covariance analysis in the SPSS program at a significance level 0.05.

The results show that mindfulness skills training effectively improved social competence (Eta =0.259, p=0.009) and reduced emotional dysregulation (Eta=0.264, p=0.006) of bullying students.

Based on the research findings, mindfulness skills training effectively increases social competence and reduces bullying students' emotional dysregulation.

Specific learning disorder is one of the most common neurodevelopmental disorders of childhood that has severely affected the lives of many children around the world. There is growing evidence that a problem particularly associated with learning disabilities is impulsive behaviors, which are the basis of many disorders, including learning disabilities. Most children with learning disorders have issues with neuropsychological skills and cognitive skills; therefore, it seems that focusing on the problem can reduce the impulsive behaviors of these children. One of these treatment methods focused on neuropsychology is software–based neuropsychology. What is evident is that the above program has not been used in the impulsive behaviors of students with special learning disorders. Therefore, the present research was conducted to determine the effectiveness of software–based neuropsychology on the impulsive behaviors of students with specific learning disorders.

This research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population of the research included all female students with learning disabilities in the elementary schools of Ardabil City, Iran, in the academic year 2022–2023. Of whom, 30 volunteers were recruited by available sampling after meeting the inclusion criteria. They were randomly assigned to two groups of 15 students (experimental and control). The tools used in this research were the Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011) and the Barratt Impulsiveness Scale–11 (Patton et al., 1995). The software–based neuropsychology rehabilitation program was implemented by Sound Smart educational software during 10 sessions of 90 minutes only for the experimental group. The obtained data was analyzed using SPSS27 software at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate covariance analysis). The significance level of statistical tests was considered 0.05.

The results showed that the effect of software–based neuropsychology on reducing the impulsive behaviors of the experimental group was significant after removing the pretest effect (p<0.001). About %44.6 of the changes in impulsive behaviors in the posttest phase were explained by receiving software–based neuropsychology.

Based on the findings of the current research, with software–based neuropsychology, impulsive behaviors are reduced in students with learning disabilities. Therefore, it is recommended that this program be used in schools and specialized clinics for exceptional children.

The purpose of this research is to explain the components of e-learning and learning in the workplace. research method according to applied purpose; According to the time of data collection, it is cross-sectional and quantitative in the form of non-random (targeted or judgmental) sampling. The statistical population of this research includes: the first group includes three sources of information and the second group includes journalists and experts familiar with the subject of the research. The results showed that for e-learning and learning in the workplace, there are nine main categories or themes with sub-components involved: Category 1. Organization and management (managerial, financial, educational, environmental factors) Category 2. Information and content (quality of information and content; up-to-dateness of information and content; availability of information and content; needs-based information; access to information and content). Category 3. Interaction and communication (inclusive interaction with the content; inclusive with the teacher; inclusive with the inclusive; inclusive with the system; inclusive with educational factors) Category 5. Effectiveness (inclusiveness, continuous learning, multimedia content, variety of educational resources, variety of educational methods, variety of educational services) Category 6. Technical quality (security quality of the system; technical standards of the system; satisfaction with support services; quality of access to the system); Category 7. Learning objectives (individual development; achieving organizational goals; motivational stimuli; social stimuli; individual knowledge management; organizational knowledge management) Category 8. Learning requirements (requirements: technological; individual; environmental; communication; knowledge-oriented). educational; organizational) and category 9. Dimensions of learning (dimensions: technological; educational; organizational; managerial).

The aim of this study was to determine the effectiveness of brainstorming teaching method on students’ academic engagement, academic vitality, and perception of the learning environment. This study was a quasi-experimental type with a pretest-posttest design with one experimental group and one control group. The statistical population of the study consisted of male students from secondary schools in Germi city in the academic year 2022-2023, with a total of 750 students, of which 30 students were selected using Convenience Sampling and after meeting the inclusion criteria, they were assigned to two groups of 15: experimental and control groups. The tools used in this study were the Academic Vitality Questionnaire by Dehghani Zadeh and Hossein Chari (2012), the Academic Engagement Scale by Reeve (2013), and Perception of the Learning Environment Scale by Sweeney et al. (1994). The brainstorming teaching method program was implemented in 6 sessions of 90 minutes only for the experimental group. The results of multivariate analysis of covariance showed that brainstorming teaching method had a positive effect on improving students’ academic engagement, academic vitality, and perception of the learning environment (P<0.01). Based on the results, it is recommended to use brainstorming teaching method instead of traditional methods in schools.

The present study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting academic achievement of female high school students.

The experimental research method was pretest-posttest design with a control group. The statistical population of this study included all female high school students in the second year of high school (tenth, eleventh and twelfth grade) in Ardabil in the academic year 1401-1400. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 people (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention of the educational package to reduce academic burnout were presented.

To collect data in the pre-test and post-test stages, academic burnout questionnaire, short form of anxiety, depression and stress questionnaire and Pham and Taylor academic achievement questionnaire (EPT) were used. Data analysis was analyzed by multivariate analysis of covariance. Findings showed that the educational program to reduce academic burnout had a significant effect on reducing psychological distress (anxiety, depression and stress) (P <0.05) and improving academic achievement (P <0.01) of female high school students.

The educational package to reduce academic burnout is effective in reducing psychological disturbances and increasing academic achievement.

The purpose of this research was to present the model of experience management in educational organizations.

The present research method is mixed or combined. The statistical population of the research in the qualitative part includes all the documentation experts based in the education departments and educational management specialists in the number of 24 people and in the quantitative part includes all the educational directors of the secondary schools of Ardabil province in the number of 265 people working in the academic year of  2019-2020. The sampling method in the qualitative part was theoretical and purposive sampling, and in the quantitative part, they were selected by cluster and random sampling. The number of samples in the qualitative section was 19 and in the quantitative section was 129. The data collection tool was used in the qualitative part through semi-structured interviews and in the quantitative part through researcher-made questionnaires. Qualitative data analysis was done using qualitative content analysis using a systematic research plan, and in its quantitative part, descriptive statistics analyzers were used in SPSS software.

The results showed that the influencing factors on experience management in the educational organization, including the challenges of strategies and consequences, are in the first place, followed by causal and contextual factors, cultural, social and managerial indicators, and finally, central phenomena.

On the one hand, experience management is effective from contextual causal factors, central, cultural and social, managerial phenomena, strategies and consequences, and on the other hand, it has an impact on documenting experiences.

The purpose of this study was to comparing the effectiveness of training of self-expression skills and self-monitoring strategies on academic self-efficacy in students with learning disability. The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic self-efficacy questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using Univariate Covariance Test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable. Therefore, teaching self-expression skills and self-monitoring strategies are effective approaches to improve students' academic self-efficacy.

This article is aimed at designing and validating a model for overcoming the challenges of virtual education in the post-corona era. This cross-sectional study in terms of purpose is exploratory, in terms of audience is basic and in terms of approach is a mixed research. The participants in the qualitative section was made up of 20 Tehran’s  educational managers and experts at the first secondary level. After interviewing 17 persons who have been selected purposefully we reached theoretical saturation. The statistical population in the quantitative section consists of teachers of the first secondary level at Tehran in the academic year of 1400-1401. The sample size was estimated to be 384 teachers, selected via Cochran's formula and cluster-random method. The data collection tools were semi-structured interviews in the qualitative phase and researcher-made questionnaires, which were validated by construct validity, convergent validity and divergent validity methods. Using Cronbach's alpha and composite reliability, the reliability of the questionnaire was also evaluated. In order to t identify the dimensions and components of the research, we used thematic analysis and for finding   the relationships of the elements we used the structural-interpretive modeling method and for validating the research model we applied the partial least squares method. The results of the research showed that the infrastructure of human resources and technology ,and the rules of virtual education provide a context for the culturalization of virtual education. Cultivation of virtual education has led to the digital skills of teachers and the monitoring system of virtual education, and these factors also lead to the participation of students. Students' participation is related to the performance evaluation system of virtual education and the creation of a teaching-learning environment, and at  the end, the development of virtual education can be achieved through the efficiency of the educational system and the repair of students' learning gaps.

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method.

virtual education is the intersection of distance education, computer-based education and internet technologies. The main purpose of this article was to identify and analyze the challenges of virtual education during the Covid-19 pandemic in the first secondary school.

The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used. The statistical population consisted of all experts in the field of educational management and primary education and teachers with high experience and work experience in education, after conducting 15 theoretical saturation interviews, and in the quantitative part of the statistical population, all university experts and teachers included 21 people. Dimtel technique has been used to determine the effectiveness and effectiveness of virtual education threats and opportunities

Qualitative findings showed that 7 components were extracted for threats and 6 components for opportunities; Quantitative findings showed that the criteria of economic components, parental involvement, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructures and educational opportunities are effective components respectively.

The components of economy, parental participation, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructure and educational opportunities were the most effective. The components of preserving social and national resources, opportunities for evaluation and feedback, educational justice, attracting students, reducing costs, and learning quality are considered to be the most effective components, respectively.

The purpose of this research was to the effectiveness of self-instruction training on executive functions and cognitive inhibition of students with Special learning disorder. This was a quasi-experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population of the study was all students with special learning disorders in Tabriz in the academic year 1399-1400, of which 30 samples in two homogeneous groups of second grade male students with learning disabilities, by alternative sampling method. The instruments used in this study were the Colorado Willcutt et al (2011) Learning Disabilities Questionnaire, the Coolidge Neurological Questionnaire (2002), the Computers sample Stroop Test (1953). The experimental group received self-instruction training in 12 sessions of 90 minutes and during this period the control group did not receive any training.   Data analysis using covariance analysis test of self-instruction training on improving executive functions and cognitive inhibition in all stages of sample Stroop test (P

The purpose of this study was to provide a conceptual model of transmitting entrepreneurial beliefs to students of Kar-e-Danesh boys' vocational schools in Guilan Province. The research method was heuristic, qualitative and quantitative. The statistical population of the present study in the qualitative section was 34 technical experts of Guilan Education Department in the academic year 2020, of which 20 were purposefully selected as a sample and the relevant data was collected by semi-structured interviews. A small number of 251 art directors and art students were selected as a sample by simple random sampling method using Morgan Table and questionnaires. To analyze the data in the qualitative part of the present study software coding using MaxQDA was used. The quantitative section of the study used structural equations software (Smart PLS 2.0). The findings of this study showed influential factors (education and promotion of entrepreneurial culture), underlying factors (family and governmental support), mediating factors (field of study and educational content) affects the transfer of the pattern of entrepreneurial beliefs at a significant level (P <0.05). As a result, it can be concluded that entrepreneurship has an effective role in the growth and development of a country by creating employment, proportional distribution of incomes, reducing social anxiety, exploiting and activating benefits, improving the quality of life, discovering the needs of inventing and developing new goods and services. Therefore, according to the findings of the present study, entrepreneurship education in textbooks is essential because textbooks are the most important educational media that teachers and students use daily.

The current study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on the goal selection of the direction and academic cohesion of the female students of the second year of high school. The experimental research method was a pre-test-post-test design with a control group. The statistical population of this research included all the female students of the second year of secondary school in Ardabil city in the academic year of 2001-2001. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 students (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention training package to reduce academic burnout were provided. In order to collect data in the pre-test and post-test stages, academic burnout questionnaire, direction goal selection questionnaire and academic cohesion questionnaire were used. Data analysis was analyzed by multivariate analysis of covariance. The findings showed that the educational program to reduce academic burnout had a significant effect on improving goal setting (P < 0.01) and increasing academic cohesion (P < 0.01) of girl students in the second year of high school.

The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities. Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention. The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640). Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

Attention–deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in school children, characterized by an inappropriate developmental pattern of attention deficit, impulsivity, or hyperactivity. This disorder has severely affected the lives of many children around the world. However, much research has been conducted on the etiology and treatment of this disorder. There is growing evidence that a problem particularly associated with ADHD is the inability of these children to process emotions. In recent years, many interventions, such as working memory training programs, have been proven effective in alleviating the symptoms of ADHD, promising favorable outcomes. While working memory has a limited capacity, by enhancing working memory in an emotional context, we can hope for more effective and changeable training. Considering this, researchers used a modified sample of traditional working memory training derived from the Schweizer et al. protocol (called emotional working memory training) to improve working memory. Therefore, the present study was conducted to determine the effectiveness of emotional working memory training on the executive functions of students with ADHD.

This research was quasi–experimental with a pretest–posttest design and a control group. The study's statistical population included elementary school students of Ardabil City, Iran, with ADHD, studying in the academic year of 2022–2023. Of whom, 30 qualified students were selected by the available sampling method. The inclusion criteria involved students with definite symptoms of ADHD from both genders, having an IQ between 95 and 120 based on the Wechsler Children Intelligent Scale, and studying at the same grade (both study groups from the sixth grade). The exclusion criteria were dissatisfaction with the study process, receiving simultaneous similar psychological intervention, and absence of more than three sessions from the intervention. The study was conducted in two groups of 15 students: experimental and control. The research tools were the Swanson, Nolan, and Pelham Scale–Fourth Edition (SNAP–IV) and the Emotional Processing Scale (Baker et al., 2010). Emotional working memory training with the software was implemented during fifteen 30–40-minute sessions for the experimental group. The obtained data were analyzed at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis) using SPSS26 software.

Univariate covariance analysis showed that emotional working memory training improved the emotional processing of students with ADHD (p=0.005). Emotional working memory training explains about 26% of the changes in emotional processing in the posttest.

Overall, this research showed that emotional working memory training effectively improved the emotional processing of students with ADHD, influencing the brain areas related to emotional regulation and improving the performance of neuro–cognitive–emotional circuits. These results have important implications for psychology. Emotional working memory training has a minimum cost for patients and needs the least training for practitioners and specialists. Thus, it is suggested that researchers and specialists, along with other treatment methods, improve the emotional processing of children with ADHD and also take help from this educational program as a complementary treatment.

 Special learning disorder is one of the most common childhood neurodevelopmental disorders that has severely affected the lives of many children around the world. A problem primarily related to learning disorders from an anthropological perspective is the ability to learn, and the need of students to acquire the ability to learn with the aim of learning is called self–perception. Several studies have also shown that the self–perception score of students with learning disabilities is lower than the normal group. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. Brain–based learning is one of these interventions based on the neurological principles of learning and education. So, the present study aims to determine the effectiveness of brain–based learning training in improving the self–perception of students with disabilities.

 This quasi–experimental research employed a pretest–posttest design with a control group. The statistical population of the study included 5800 male students with learning disabilities in the elementary schools of Rasht City in the academic year 2022–2023. Of them, 30 were selected by available sampling after meeting the inclusion criteria. They were assigned to two groups of 15 students: experimental and control. The tools used in this research were the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) and the Self–perception Profile for Children (Harter, 1985). The brain–based learning training package (Caine et al., 2005) was implemented during 8 sessions of 60 minutes only for the experimental group. The data analysis was done at two levels: descriptive statistics (mean and standard deviation) and inferential (univariate analysis of covariance). The level of significance in statistical tests was considered to be 0.05.

 The results showed that the effect of training on the self–perception of the experimental group was significant after removing the pretest effect (p<0.001). Effect size showed that 40.9% of self–perception changes in the posttest stage were due to receiving training.

 Based on the research findings, with brain–based learning training, self–perception improves in students with special learning disabilities. Therefore, it is recommended that brain–based learning be used in schools and specialized clinics for exceptional children.

 Specific learning disorder (SLD) presents one of childhood's most prevalent neurodevelopmental disorders. Mounting evidence supports that impulsive behaviors are linked with learning disabilities. These behaviors are based on many disorders, including learning disabilities. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. One of these treatment methods is memory–based cognitive rehabilitation, which holds promise in various fields. However, the above program has not been employed in the impulsive behaviors of students with special learning disorders. Therefore, the current research was conducted to determine the effectiveness of memory–based cognitive rehabilitation on the impulsive behaviors of students with specific learning disorders.

 This research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population included all female students with learning disabilities studying in the elementary schools of Ardabil City, Iran, in the academic year 2022–2023. A total of 30 students were selected by available sampling after meeting the inclusion and exclusion criteria. Then, they were assigned to two groups of 15 students: experimental and control. The study tools comprised the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) and the Impulsiveness Scale–11 (Patton et al., 1995). The memory–based cognitive rehabilitation program (Sohlberg & Mateer, 2001) was implemented during ten 60–minute sessions only for the experimental group. The obtained data were analyzed using SPSS26 software at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate covariance analysis). The significance level of statistical tests was considered 0.05.

 The results showed that the effect of memory–based cognitive rehabilitation on reducing the impulsive behaviors of the experimental group was significant after removing the pretest effect (P=0.002). According to the effect size, 31.1% of the changes in impulsive behaviors in the posttest phase was explained by memory–based cognitive rehabilitation.

 According to the findings, memory–based cognitive rehabilitation effectively reduces impulsive behaviors of students with specific learning disorders by affecting memory–related brain areas. Therefore, it is recommended to use this program in schools and specialized clinics for exceptional children.

Special learning disorder is one of the most common childhood neurodevelopmental disorders that has severely affected the lives of many children worldwide. From an anthropological perspective, a particular problem related to learning disorder is the ability to learn and the need of students to acquire the ability to learn with the aim of learning, which is called the love of learning. Several researchers have also shown that the grade of enthusiasm for school and interest in the education of students with learning disabilities is lower than that of normal students. Since learning disorders often lead to changes in neurological and cognitive processes, one of the interventions based on the neurological principles of learning and education is brain–centered learning. So, the current research was conducted to determine the effectiveness of brain–based learning training in improving student's love of learning with special learning disabilities.

This research was quasi–experimental with a pretest–posttest design with a control group. The statistical population included 5800 male students with learning disabilities studying in the elementary schools of Rasht City, Iran, in the academic year 2022–2023. A total of 30 were recruited by the available sampling method after meeting the inclusion criteria and divided into two groups of 15 students: experimental and control. Also, according to the Wechsler IQ test, the children had normal intelligence. In addition, the two groups were homogenized in terms of gender (subjects in both groups were boys), IQ (with an IQ of 95–120), parents' education, and the socioeconomic status of the family, and not suffering from other psychological and behavioral or emotional disorders such as attention–deficit/hyperactivity disorder. The tools used in this research were the Wechsler Intelligence Scale for Children–IV (Wechsler, 2003), the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011), and the Love of Learning Questionnaire (McFarlane, 2003). The brain–based learning training package was implemented during 8 sessions of 60 minutes only for the experimental group. The obtained data were analyzed using SPSS26 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis). The significance level of statistical tests was considered to be 0.05.

The effect of training on the love of learning in the experimental group was significant after removing the pretest effect (p=0.002), and 29.5% of the changes in the love of learning in the posttest were explained by receiving training.

Based on the findings of brain–based learning training, the love of learning is improved in students with learning disability. Therefore, it is recommended to use brain–based learning in schools and specialized clinics for exceptional children.

The objective of this research was to identify the components of electronic foundation data theory teaching and learning in the workplace.

 This research was conducted using qualitative content analysis with a conventional content analysis approach. The statistical population was comprised of two groups: 1.Three sources of information (a sample of 26 out of 317 textbooks, scientific articles and theses/dissertations) selected by judgment sampling; 2. Relevant specialists and experts (a sample of 22) selected according to the theoretical saturation technic. The methods and tools used to collect data and information included archival surveys and field studies (interviews and questionnaires).

For the primary coding, 644 categories were identified and converted into 45 secondary categories based on common conceptual aspects, which were finally became nine (9) main themes in the axial coding phase; these themes were used to build the thematic network.

The research model shows that the following nine categories are involved in electronic teaching and learning in the workplace: 1). organization and management; 2). information and contents; 3). interaction and communication; 4). characteristics of the person who teaches; 5). effectiveness; 6). technical quality; 7). learning objectives; 8). learning requirements, and 9). electronic education dimensions.

The present article was done with the aim to investigate the effectiveness of cognitive-behavioral play therapy on attention and concentration and social adjustment of students with intellectual disability. The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022; among them 30 students were selected and categorized in experimental group (15) and control group (15). Wechsler (4th edition) scale used to evaluate students` attention and concentration of active memory and Sinha and Singe (2002) for social adjustment. Prior to the study, Pre-test of attention and concentration and social adjustment was implemented in both groups. The experimental group received cognitive-behavioral play through the training package in 12 sessions, but the control group did not receive any intervention. After the Intervention in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis. The cognitive-behavioral play had a positive effect on the increase of students’ attention and concentration and social adjustment and their subscales (P<0.05). According to the effectiveness of the cognitive-behavioral play, it was suggested to apply periodically the methods of cognitive-behavioral play training with the aim to increase intellectually disabled students` attention and concentration and social adjustment.