خودانضباطی

This research was conducted with the aim of investigating multiple sensory methods and cognitive behavioral intervention on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research method is practical in terms of purpose, and it was a semi-experimental design of pre-test-post-test type with a control group. For this purpose, 9 and 10-year-old dyslexic students of Razan city in the academic year of 2022-2023 were selected as a statistical population, which was selected through screening with a dyslexia checklist and intelligence test, 45 people were selected in a purposeful way and randomly in three The experimental group of 15 people and the control group of 15 were replaced. The experimental group was trained for 10 sessions of one and a half hours, and during this time, the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Analysis of covariance test was used to analyze the data. The results of the research in data analysis showed that multiple sensory methods had a significant effect on self-discipline and self-assessment. Also, cognitive-behavioral intervention has had a significant effect on discipline and self-assessment. In this regard, it seems that educators and parents should pay attention to dyslexic children in their regular classes and use multiple sensory methods and cognitive behavioral interventions in their education for better effectiveness.

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

The purpose of this study was to investigate the relationship between the dimensions of the hidden curriculum and self-disciplinary self-discipline of female high school students in the western city of Islamabad. This research is descriptive-correlational in terms of applied purpose and descriptive in terms of implementation method. The statistical population of this study was the second grade female students of Islamabad Gharb city who were selected as the statistical sample using Morgan table and cluster random sampling of 200 people. To measure the variables, the Fathi Vajargah Hidden Curriculum Questionnaire (2006) and the Zand Karimi Self-Disciplinary Questionnaire (2011) were used. Analysis of research findings was performed using analysis of variance and regression with SPSS 20 software at a significant level (p <0.05). The results showed that 4% of the variance related to self-discipline is explained by the components of the hidden curriculum (school social atmosphere, school organizational structure and interaction between teacher and student) (R2 = 0.036) and the component of interaction between teacher and knowledge. The hidden curriculum variable learner can explain the variance of the self-disciplinary variable significantly (β = -0.238).