حل مسئله

It is very important to use appropriate methods to improve students' cognitive skills; therefore, the aim of this research was to investigate the effectiveness of a teaching method based on a concept map on students' implicit beliefs in intelligence and problem solving. The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was made up of all sixth grade students of Chabahar city in the academic year of 2023-2024, From this population, 30 students were selected as the research sample using the available sampling method and were randomly assigned to two groups: experimental (15 students) and control (15 students). After the pre-test, the teaching method based on concept maps was implemented for the experimental group in 8 sessions of 60 minutes (once a week). All participants were evaluated before and after the training based on the scale of implicit theories of intelligence by Abdul Fattah and Yates (2010) and the scale of problem solving skills by Heppner and Petersen (1982). Data were analyzed using descriptive statistics and multivariate covariance analysis in SPSS-27 software. The results of data analysis showed that there was a significant difference between the two experimental and control groups in the post-test stage in all the components of the implicit theories of intelligence as well as all the components of problem solving (p<0.05) and in the post-test stage, the subjects of the experimental group benefited from the increasing theories of intelligence, personal control, confidence in solving problems, and more tendency style compared to the control group; Also, the subjects of the experimental group in the post-test stage had fewer theories of inherent intelligence compared to the control group. Based on the results of the present research, the teaching method based on concept maps has a positive effect on the implicit beliefs of intelligence and problem solving of students, and this teaching method can be used to improve academic goals.

Self-regulated learning is defined as an active, goal-directed self-control behavior with both motivational and cognitive components to accomplish and complete academic tasks by a student. The purpose of the present study was to test the proposed model of the causal relationship between self-regulation strategies, problem-solving skills, academic adjustment, and school belonging, with the mediation of students' goal orientation. This study was a correlational research of the path analysis type. The statistical population consisted of all middle school students in Tehran who were studying in the academic year 2023-2024. A total of 250 middle school students from Tehran were selected using cluster sampling. Data were collected using the Self-Regulated Learning Strategies Questionnaire, the Heppner and Peterson Problem-Solving Inventory, the Baker and Siryak (1984) Academic Adjustment Questionnaire, the School Belongingness Questionnaire, and the Revised Achievement Goal Orientation Questionnaire. Data analysis was conducted using SPSS version 24 and AMOS version 20. The results revealed significant direct and indirect effects of self-regulation strategies and problem-solving skills on academic adjustment and school belonging, with goal orientation serving as a significant mediator. These findings suggest that fostering self-regulation and problem-solving abilities, while emphasizing the importance of goal orientation, can enhance students' academic adaptation and sense of belonging to school. The study highlights the importance of these psychological and cognitive factors in promoting academic success and overall student well-being.

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

Problem solving is one of the major factors in teaching mathematics and has been introduced by the National Council of Mathematical Teachers (2000) as the core of math education. Recent studies in the field of mathematical education and psychology have shown that math representation, especially the schematic representation plays an important role in facilitating problem-solving process. The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field independency and spatial-visual ability in relation to schematic representation and problem-solving Ability (usual and unusual). The current research is a relational-correlation type of research .The research sample was 720 students from all sixth grade students of Boyer-ahmad cities' schools selected by simple Cluster random sampling method using G-POWER software. The research tools were Utrecht Mathematical Competence Scale, Flanagan pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. Subgroup analysis was used to analyze the data in this research. The results suggest that psychomotor competency, auditory comprehension, field independency and visual - spatial ability have moderating role in relation to schematic representation and unusual problem-solving ability in math (Each in some of the components (, but these variables have no difference on The performance of students in responding to usual questions (Except for a few of the components in the special category).

The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field dependency, and spatial-visual ability about visual representation and problem-solving ability.

The present study is correlational-relational research. The sample of this study was 500 of all sixth-grade students in Boyerahmad and Dena cities by using G-POWER software and randomly selected 24 boys and girls of primary schools. The research tools were the Utrecht Mathematical Competence Scale, Flanagan Pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. The reliability coefficient of all tests is greater than 0.7.

Findings and results showed that psychomotor empowerment, auditory reading comprehension, independence from context and spatial ability has an adjustable role in visual representation and the ability to solve mathematical problems. Also, the comparison of the results of Utrecht test with problem solving in male and female students in high level of adjustment variables related to problem solving and visual representation shows that psychomotor empowerment in the components of comparison, classification, one-to-one correspondence, sorting, sorting and optional counting; auditory comprehension in classification, rowing, ordered counting and optional counting; independence from context in component rowing and outcome counting and spatial ability in classification, rowing, ordering and arbitrary counting are more in boys than girls.

The objective of this study was to assess the impact of teaching social studies concepts through digital storytelling on the social problem-solving skills of elementary school students in Mazandaran.

The research employed a quasi-experimental design with a pre-test-post-test structure and a control group. The statistical population of the study consisted of all primary school students in Mazandaran province. The sample size included 80 third-grade students. Among them, 39 students were assigned to the control group, while 41 students formed the experimental group who participated in 13 sessions focused on social concepts and skills, integrated with digital storytelling. Data collection involved a social problem-solving questionnaire, and covariance analysis was used for data analysis.

The results revealed significantly higher average scores in social problem-solving for the experimental group compared to the control group (P < 0.001). Additionally, girls in the experimental group outperformed boys in solving social problems after digital storytelling sessions.

Overall, digital storytelling emerges as an effective tool in learning environments for facilitating the social problem-solving skills of digitally native students.

The purpose of this article is to examine John Dewey's views on "education" and "ethics" and his efforts to apply these two categories in solving society's problems. Dewey introduces "problem solving" as a practical method in education and believes that this method plays an effective role in achieving social goals. Although Dewey does not explicitly mention the "problem solving" method in his moral philosophy, he seems to be trying to present a similar method in this area, especially moral education. In order to achieve this goal, he pushes fixed moral principles to the sidelines and makes moral judgment dependent on the evaluation of each situation and its unique characteristics. Dewey believes that the presentation of ethics lessons by educators and the learning of ethical principles by students does not lead to any results, and the prerequisites for the effectiveness of ethics should be provided in the field of "action". The main issue in this article is how Dewey tries to present a method such as "problem solving" in the field of ethics and moral education, a method that is used to solve a complex situation in which a person is caught. The results of this research show that Dewey, as one of the pioneers of pragmatism and instrumentalism, considering ethics as a "science", considers moral principles as "hypotheses" that need to be re-evaluated to be used in a new situation. Therefore, moral education depends on "rational inquiry", "thinking", "research" and "experience", elements that evoke "problem solving" in Dewey's philosophy of education.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

The present study aimed to examine the mediating role of emotional intelligence (EI) in the relationship between theory of mind (ToM) and executive functions, specifically working memory and problem-solving. A correlational research design with structural equation modeling (SEM) was employed. The study population comprised female students aged 14 to 18 years in Khomeini Shahr (2021), from which 300 participants were selected using a convenience sampling method. The assessment instruments included an emotional intelligence questionnaire and software-based tests for the Tower of London task, working memory, and a mind-reading test using eye-image stimuli. The findings indicated that ToM exerted a positive, significant direct effect on EI (β = 0.233), working memory (β = 0.318), and problem-solving (β = 0.299) (p < 0.01). Furthermore, EI had a significant direct effect on working memory (β = 0.219) and problem-solving (β = 0.319) (p < 0.01). The indirect effect of T0M on working memory and problem-solving, mediated by EI, was β = 0.036 and β = 0.062, respectively. These results confirm the mediating role of EI in the association between T0M and executive functions. The findings underscore the pivotal role of ToM and EI in enhancing cognitive functions, suggesting that interventions aimed at strengthening these abilities could improve students' executive functioning.

Nowadays, improving the quality of education and training is considered a very important necessity, due to several reasons such as budget reduction, lack of suitable educational facilities, low level of knowledge and skills of graduates, extensive content of books, monotony in the classroom and lack of motivation of students. . This study was aim to investigate the effects of gamification on problem solving performance, motivation and learners' engagement in mathematics lesson of fourth grade female students in Shahin Shahr district of Isfahan in 1400-1401.The data collection tool included a researcher-made test to measure students' problem solving in the mathematics lesson of fractions in the fourth grade of elementary school and the motivation and learning questionnaire of Ho et al. (2016) with three scales of surface motivation, deep motivation and progress. Also, Reev's questionnaire (2013) was used to measure academic engagement with three levels of causal, cognitive, emotional, and behavioral engagement. Descriptive and inferential statistics were used to analyze the data and the data were analyzed using SPSS-23 software. The results of multivariate covariance analysis showed that gamification was effective on problem solving performance, types of motivation and academic involvement of fourth grade elementary students. (p<./.5). According to the obtained results, it can be said that gamification has a positive effect on the performance of problem solving, surface , progress and deep motivation, as well as on the types of academic engagement, behavioral, cognitive, emotional and agent engagement of fourth grade students in mathematics.

This study is investigating the performance of junior high school students in solving proportional problems .gender, and school type on their performance in solving proportional problems. This study is applied and descriptive (survey type) in nature by considering purpose and implementation consecutively. The sample of this study was 442 of Qazvin city’s junior high school students who were chosen based on Randomized cluster sampling. The measurement tool was a questionnaire with five tasks related to proportional reasoning witch its content and face validity were examined by some of the mathematics professors and mathematics education professors. The Cronbach's alpha coefficient for the questionnaire proved to be 0.865 which shows an acceptable level of reliability. Data analysis was done using Spss 26 software and descriptive and inferential statistics methods. The analysis of the results showed that the students had a fairly good performance in solving proportional problems and their performance was evaluated in general at the level of proportional reasoning. Also, the analysis of data showed that there is a significant difference between the performance of students in 7th, 8th, and 9th grades in solving proportional problems, and with the increasing educational grade, their problem-solving performance will be increased.

The purpose of the present study is to investigate the role of representations in the problem solving performance of seventh grade students in solving word problems including proportional reasoning. The statistical population of this study included 8425 seventh grade students and the sample size was 269 people who were selected by convenience sampling method. The research was conducted by a mixed method. Data were collected through two tests taken from Lobato (2010), which were exactly the same in both tests; With the difference that in the second test, next to each task, visual or verbal representation was used. The content and face validity of the questions of both tests were confirmed by experts. To check the reliability, the halving method was used. Guttman coefficient was 0.913 in questions without representation and 0.840 in questions without representation, which has good reliability. Students' performance in solving proportional verbal problems in the second and third grade comprehension was examined and the results showed that most students comparatively multiply values and understand the effect of changing a value on the measured ratio. Also, the data were analyzed using paired t-test. Therefore, the desired effect of using representations in responding to these tasks was confirmed.

This study aimed to determine the effectiveness of behavioral activation therapy and stress inoculation training on academic emotions and social problem-solving of students with high social anxiety. The research design was a quasi-experimental design with pretest-posttest and two-month follow-up, including a control group. The statistical population consisted of all 15 to 18-year-old students with social anxiety in Isfahan during the academic years 1400 and 1401. Through random sampling from the six educational districts of Isfahan, District 2 was selected, and eight high schools were randomly selected through multistage sampling. The Pakravan et al. (2002) Academic Emotion Questionnaire and the Dehghani et al. (2002) Social Problem-Solving Questionnaire were used as measurement tools, which were completed by the control and experimental groups before and after the intervention. Data analysis was conducted using repeated measures analysis of variance and Bonferroni post hoc test in SPSS-24 software. The results showed that behavioral activation therapy had a stronger efficacy than stress inoculation training in improving social problem-solving and academic emotions of students aged 15 to 18 with social anxiety (p < 0.01). The effects of the interventions remained constant over time. Based on these findings, it can be concluded that behavioral activation therapy can be employed as a therapeutic intervention for enhancing social problem-solving and academic emotions in adolescents with social anxiety.

The aim of the present study was to investigate the effect of learning through arotating station on problem solving and memorization skills in mathematics and compare it with the traditionalmethod in seventh grade students with autism spectrum disorders.

Methods and Materials: 

The research method is quasi-experimental in which a pre-test-post-testdesign with a control group is used. The statistical population included all seventh grade students withautism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30people. Selected from the available sampling method for seventh grade students and randomly divided intotwo groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learningof mathematics, the validity of which was provided using the Delphi technique and its reliability was obtainedusing Cronbach's alpha test equal to 0.83.

Findings showed that learning through a rotating station has an effect on students' problem solvingskills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.

Based on this, it can be concluded that the use of new methods such as the rotating stationmethod for students who have disorders such as autism and are facing problems in learning can improvetheir academic performance and learn more.

The present study is a correlational description according to the nature of the subject and the intended objectives. The statistical population of this study was all female high school students in the second district of Ardabil schools in the academic year of 1400, which was 4800 students. To select a suitable and acceptable statistical sample for performing tests and collecting data, Cochran's formula was used to determine the volume and size of the statistical sample. Based on the above sampling formula, 355 people were selected using simple random sampling method. Research instruments include Backend and Spine (1999) Information Processing Styles Questionnaire, Friedman Exam Anxiety Questionnaire (1997), Parker Problem Solving Questionnaire (1997) and Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010). Questionnaires were statistically analyzed. First, descriptive statistics (mean and standard deviation of variables) were used to summarize and describe the data of demographic factors, and in the second part, inferential statistics were used to test the hypotheses using SPSS - 22 software to examine the research questions and hypotheses. Path analysis was performed with LISREL software. It can be concluded that there is a significant relationship between information processing styles and the mediating role of test anxiety and cognitive flexibility with problem solving. The structural equation model was also fitted.

The study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students.

Research has shown that one of the main problems of gifted students is in concentrating and problem solving. Different techniques have been used to treat and rehabilitate these children. This study aimed to investigate the effect of teaching emotion regulation strategies on the concentration and problem solving of gifted students. This research was quasi-experimental study with a pretest-posttest control group. The study population included all the male students in tenth, eleventh and twelfth grade who were studying in Bojnourd in 2021 academic year, and 75 people were randomly selected by using the Cochran's formula. Because of Corona Pandemic 30 people participated in our study that they were divided into two experimental and control groups (15 people in each group). The experimental group underwent 9 sessions of 60 minutes under a training program called "Cognitive Reconstruction", but the control group received no intervention. Focus Skills Questionnaire and the revised Social Problem Solving Questionnaire were used to collect the data. Data analysis were analyzed by covariance. Findings showed that teaching emotion regulation strategies had a significant effect on improving the concentration and problem solving of gifted students. So applying these strategies can improve the ability to focus and solve problems in gifted students and improve the performance of these children in different areas of education and live.

The aim of this study was to investigate the role of problem-solving skills in predicting mathematical motivation and mathematical self-efficacy in children with Special Learning Disorders such as mathematics in Tehran. The research method was descriptive-correlational. The statistical population of the study consisted of all students with learning disabilities in the first year of elementary school in Tehran in the academic year 2020. For the research sample, 90 students with math learning disabilities were selected by convenience sampling method. Data were collected through Hepner Problem Solving Skills Questionnaires (1988), Usher & Pajares Mathematical Self-Efficacy (2009), Corter Mathematical Motivation (2005) and Iran Mathematical Test by K Matt Grenus, Naji Man and Pritchett (1976). The data obtained from the implementation of the questionnaires were analyzed by regression statistical method. Findings showed that there is a positive and significant relationship between the components of problem-solving confidence, attitude-avoidance style and personal control with mathematical motivation and mathematical self-efficacy. The results of regression analysis also showed that problem solving skills are strong predictors of mathematical motivation and mathematical self-efficacy. Considering the role of problem-solving skills in creating and expressing mathematical motivation and mathematical self-efficacy in students with special learning disabilities such as math, it is possible to prevent math-specific learning disabilities by identifying them in a timely manner.

The purpose of this study is to analyze the content of elementary school textbooks based on decision-making and problem-solving skills. The method is descriptive and content analysis. The research community is all the books of the elementary education course (sixth grade) of the academic year 1399-99. The census sampling method was used and all primary school textbooks (41 volumes, 4947 pages) were reviewed and analyzed. The measurement tool was a researcher-made content analysis checklist whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability); Finally, the conceptual framework of the research was designed in the form of 2 skills and 10 indicators. Then, the data obtained from content analysis were analyzed in the form of descriptive statistics using the three steps of Shannon entropy. Decision-making and problem-solving skills are discussed 755 times in all pages of elementary school textbooks, of which; The highest attention with 403 frequency (53.4%) is related to "problem solving" skill and the lowest attention with 352 cases (46.6%) is related to "decision making" skill. In elementary school textbooks, the highest coefficient of importance is related to the skill of "decision making" (0.2221) and the lowest is related to the skill of "problem solving" with a coefficient of 0.502. The first grade has 5 book titles with a total of 64 times (8.5%); Second grade with 6 titles 92 (12.2%); Third, fourth and fifth grades with 7 titles, respectively 118 (15.6%); 134 (17.8%) and 128 times (17%) and the sixth grade with 9 titles, 219 times (29%) mentioned decision-making and problem-solving skills. The most attention to the total skills is related to the book "Mathematics" with 131 frequency (17.4%) and the least attention to "Quran teaching" with 80 frequency (10.6%). The book "Persian" in a total of six bases, 81 times; "Persian writing" 99; "Experimental Sciences" 105; "Teaching the Qur'an" 80; "Mathematics" 131; "Heavenly Gifts" 108 and "Social Studies" have dealt with these skills 102 times in total. Of these, the most attention was paid to the Persian book "Sixth" with 19 frequencies (23.5%) in the Persian book "Sixth" with 25 frequencies (25.2%) to the experimental sciences "Fourth" with 27 frequencies (25.8%) to the teaching of the Qur'an "Basic" "Fourth" with 21 frequencies (26.3%) in mathematics "sixth" with 39 frequencies (29.8%) in celestial gifts "fifth" with 39 frequencies (36.1%) in social studies "sixth" with 38 frequencies (37.3%). The most attention of Persian books, Persian writing, experimental sciences and mathematics to the problem of "problem solving" 51.9%; 59.6%; 63.8%; 62.6% and 51.9% and the most attention of Quran teaching books and social studies to the skill of "decision making" is 51.2% and 61.8%. The books "Thinking and Research and Work and Technology", which are taught only in the sixth grade, have taught decision-making and problem-solving skills 24 and 25 times, respectively; Their greatest focus has been on "decision-making" skills with 15 frequencies.We have to make decisions to take every step of life, the path of human life is determined by his decisions, but if a person does not have enough skills to make decisions, he will not be able to make decisions and as a result will endure conflicts and tensions or irrational decisions. And incorrectly, it will cause depression, anxiety and other discomforts (Ahanchian and Asavardi, 2015). In 2005, Scheckman et al. Found that decision-making skills training has a significant impact on the living environment and personal performance, and Tuttle stated in 2006 that life skills training in adolescents improves their decision-making abilities. Kurd Noghabi (2005) also said that from the point of view of students, teachers and education experts to develop a life skills curriculum; Decision-making skills in elementary school have high priorities. The coefficient obtained for this skill indicates the high importance of this component and is consistent with the mentioned researches. However, the findings of this study are in line with the results of Asadollahi et al. (2016) who stated that according to teachers, the sixth grade social education textbook pays more attention to decision making and Akbarzadeh Mirzanagh (2011) is not consistent.The results also show that out of a total of 755 frequency cases, 403 cases (53.4%) are dedicated to problem solving skills and the obtained importance coefficient is 0.1502 (second priority). Life is full of simple and complex issues. Students should practice how to solve the problem in school. If they have a problem in life or school, they know how to solve it (Harrington and Oliver, 2000). It is through learning to solve problems that children build their thinking skills. When children learn to solve problems with the confidence that They can easily make good decisions for themselves and solve their problems.When children do not have problem solving skills, they run away from the problem or problem and do not try to solve the problem, for example, a child whose age is ridiculed and does not know How he should deal with it will always escape from this problem, for example, he may hate school little by little, suffer from academic failure, and may want to run away from school under the pretext of headaches and pain, and so on.In this study, according to the obtained coefficient of importance, problem solving skills are in the second priority. The results of studies show that accurate problem solving has good consequences. Therefore, emphasis should be placed on teaching effective and positive coping skills. Beliges and Mous (1984, quoting Khosravi and Aghajani, 2003) found that centralized coping was less relevant to problem solving with severe abnormalities. Ohren and Gates (2002) and Gotholic (2004) focused on problem-solving skills training. The results of this study are in line with the findings of Ahmadi (2012) who stated that there is a difference between the level of attention of Persian books in the elementary school to each of the components of life skills training, so that problem solving skills are not the first priority. It is also consistent with the research of chivalry (2015) and El Masari et al. (2016) who stated that textbooks have paid enough attention to problem solving skills.In general, the most attention is paid to the total decision-making and problem-solving skills related to the book "Mathematics" with 131 frequencies (17.4%) and the least attention is related to the book "Teaching the Qur'an" with 80 frequencies (10.6%). Findings from the analysis show that textbooks teach life skills, but there is a difference between the level of attention paid to each component of life skills and in different textbooks.

Attention-deficit/hyperactivity disorder (ADHD) is a persistent condition associated with impairment in educational functioning, professional position, and social relationships (Fabio and Caprì, 2015). The disorder is determined by three basic symptoms: inattention, hyperactivity, impulsivity (APA, 2013). The disorder is closely linked to a series of neuropsychological deficits such as executive functions, working memory, and cognitive processes.  Problem-solving is one of the areas in which ADHD students experience problems as a result of deficits in attention and working memory. Although normal developing children may easily learn problem-solving skills; Children with ADHD need help to learn these skills, and instruction must be provided in a controlled manner for this purpose. However, flexible learning environments in terms of content and presentation time can be helpfull to reduce the problems of these children. For example, the Attention of ADHD students can be improved when doing teacher-led homework, instead of independent tasks. However, due to the short range of attention, assignments should be presented in small pieces with just-in-time feedback on how to do it (Brock, Grove & Searls, 2010). Although the presence of a teacher and the provision of guidance can be a positive aspect of face-to-face education, the need to spend special guidance, and personalized instruction according to the needs of these children, requires another solution. The purpose of the present study was to investigate the role of the intelligent pedagogical agent on complex problem-solving ability and duration of task engagement in students with attention deficit disorder in the e-learning environments.