Developmental dyslexia is a specific impairment characterized by severe and persistent problems in the acquisition of reading skills; these problems are not caused by mental age, visual acuity problems, or inadequate schooling.The aim of this study effectivenes of aram cognitive rehabilitation game of executive function (sustained attention, response inhibition) and reading skills (speed, accuracy and reading comprehension) in students with dyslexia. The design of the present study was a pretest-posttest experiment with a control group.Analysis of covariance was used to compare the experimental and control groups after the intervention. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 40 subjects were selected by convenience sampling and were randomly divided into two groups of 20 (one test groups and one active control group). Cognitive rehabilitation game was performed for 11 minutes in an individual case for the experiment group. The Continuous Performance Test, Go/No-go test, and the Reading and Dyslexia Test (Nema) were used to collect data. For data analysis, Spss software version 24 and themultivariate statistical analysis test were used. The results showed that cognitive rehabilitation game was effective in improving executive function (sustained attention, response inhibition) and reading skills(speed, accuracy and reading comprehension) in the experimental group at the level (p<0.001). According to the results of the present study, it can be concluded that cognitive rehabilitation Game (ARAM) by increasing the executive function improving the reading skills in Students with dyslexia in students with dyslexia and can be used as a method in treating learning disorders by consultants and experts.

The purpose of this study was to investigate the effectiveness of cognitive empowerment training on working memory and visual -spatial processing of students with dyslexia in the elementary second grade. The research method was semi-experimental from the type of pretest-posttest design with control group and purposive sampling method. The study's statistical population consisted all students with dyslexia who were studying at normal schools of Ardakan city, during 2021-2022. The statistical sample of this study was 24 students that, by using purposive sampling, were placed randomly in the experimental group (12 people) and the control group (12 people). The experimental group received cognitive empowerment training for 9 (60-minute) sessions and the control group remained in the waiting list. Data collection was performed based on Daneman and Carpenter working memory tests and Corsi-Block tasks. Data analysis with multivariate analysis of covariance suggested that cognitive empowerment training had a significant effect on increasing the capacity of working memory (P<0.000, F=29.98, η2= 0/612) and visual- spatial attention (P<0.000, F=22.65, η2= 0.544). According to the study's results, it can be concluded that cognitive empowerment training is effective in increasing the capacity of working memory and visual-spatial attention of students with dyslexia. Therefore, cognitive empowerment training can be used along with other interventions to reduce the problems of students with dyslexia.

Self-directed learning is considered as one of the main components in adult learning in recent decades. This research aims to determine the moderating role of self-directed learning in the relationship between critical thinking and academic self-efficacy. The method of the current research is practical in terms of purpose and correlational in terms of data collection. The intended statistical population of male and female students were studying in Tehran or Qom during 2018-2019 academic year, and due to the Corona virus pandemic, 205 people were selected using the convenience sampling. In order to measure research variables, Ricketts (2003) critical thinking questionnaires, Cheng et al.'s (2010) self-directed learning, and McIlroy and Bunting’s (2001) academic self-efficacy were used. SPSS 23 and AMOS 24 software were used to perform equation modeling and data analysis. The research results indicated that critical thinking and academic self-efficacy had a positive and meaningful relationship with each other, so that critical thinking predicted 20% of the variance of academic self-efficacy. In people with high self-direction, the relationship between critical thinking and academic self-efficacy is significant, but in people with low self-direction, this relationship is not significant, which indicates the moderating role of self-direction in the relationship between critical thinking and self-direction.

According to the literature, low academic motivation and engagement are considered as one of the most important factors of academic underachievement. The aim of this study was to investigate the effect of the multidimensional cognitive–behavioral intervention based on Martin's theory on academic motivation and engagement of students with low academic achievement. In an experimental study using posttest-only design with a control group, 20 seventh grade female students with low academic achievement in Tehran were selected according to the inclusion & exclusion criteria and the clinical interview. Then they were randomly assigned to the experimental group and the control group. During the intervention process, the experimental group received academic motivation and engagement program and the control group received life skills training program for 13 sessions of 60 minutes. After the intervention, both groups responded to Martin's multidimensional Motivation and Engagement Scale−High School (MES-HS; Martin, 2011). The results of the multivariate analysis of variance showed that the implementation of multidimensional intervention caused significant changes in academic motivation and engagement of students with low academic achievement, and these significant changes were observed both at the general level and levels of the components. The results of this study supported the influence of Martin's multidimensional intervention on students' academic motivation and engagement and documented the use of this program by educators and academic advisors in the educational settings.

This research was conducted to analyze the findings of the studies carried out about the effect of flipped learning on self-regulation strategies and combining their results. This research was conducted through meta-analysis and on 10 pieces of research that were conducted experimentally in the period from 2010 to 2022. To calculate the effect size, Hogg's g, fixed and random effects model, funnel plot diagram, Duval-Tweed correction, fitting test, and I2 and Q tests were used. Data analysis was done using CMA version 3 software. By adding only two studies to the sample, the distribution of meta-analysis studies will be symmetrical and the distortion caused by publication bias will be removed. Based on the results of the I2 and Q tests, the heterogeneity of the studies was confirmed. According to Hoggs’s g index, the effect size and Z calculated for 6 out of 10 studies are significant at the alpha level of 0.05, indicating that the flipped learning approach improves self-regulation skills. Also, the overall effect size is 0.711 in the fixed model and 0.989 in the random model and is significant at the alpha level of 0.05. The combination of the results of the conducted research showed the effect of the flipped learning approach on improving the skill of self-regulation strategies and their application.

The aim of this research was to investigate the effectiveness of computer-based cognitive rehabilitation on academic burnout and academic performance of students.

The study was a experimental with pre-test and post-test design with control groups. The statistical population of the study included all female high school students in Ardabil in the academic year 2020-2021, from it, a sample of 30 females was selected by cluster random sampling and randomly divided into two experimental and control groups of 15 students.To conduct the research, under the same conditions, both groups of per-test were tested using the academic questionnaire. The data collection tools were Bresó, Salanova & Schaufeli (2007), Academic Burnout Questionnaire (ABQ), along with Pham & Taylor (1999) Academic Performance Questionnaire (APQ). Afterwards, the experimental group was trained in Captain Log cognitive software for 16 sessions. The control group did not receive any intervention. The results were analyzed using multivariate covariance test.

Research results show that computer-based cognitive rehabilitation intervention in the experimental group has reduced academic burnout and increasd students' academic performance (P<0.001).

Based on these results, the training and application of cognitive rehabilitation seems necessary to provide suitable conditions and platform for teaching and learning.

Meta-comprehension is an important factor in improving students' performance; however, many students have problems in meta-comprehension and regulating their learning.This study aimed to investigate the effect of summarizing on meta-comprehension accuracy and regulation accuracy in students. The research method was semi-experimental with a pretest-posttest design with an unequal control group. The statistical population was male students in the sixth grade of Tehran. 36 students were selected by available sampling method and assigned into control and experimental groups, randomly. In the pretest, after studying the text, the participants predicted their score in the exam and identified the paragraphs that need to be read again. Then, an exam was taken from the text to determine the accuracy of their predictions. In the post-test, the procedure was the same, except that the experimental group summarized the text, after studying the text, but the control group only studied the text. The results showed that the accuracy of monitoring and regulation in the experimental group was significantly higher than the control group in the post-test (p<0/01). It seems that presenting diagnostic cues in the form of producing an activity, by engaging the students in the monitoring process, makes realistic students' judgment of their comprehension and improves the regulation process in them.

During the last three decades, researchers have investigated gender differences in metacognition, and many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis in order to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results obtained in this field. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 991-2021. After reviewing the primary studies, 350 effect sizes from 128 selected studies were included in the analysis process. In order to collect information, Mesrabadi checklist (2015), combined effect size with two fixed and random effects models, funnel plot, sensitivity analysis, regression and CMA2 and SPSS22 software were used. In this research, Hedges g index was used among the types of d indices. Data analysis showed that the overall effect size is -0.018 in the fixed model and -0.022 in the random model. Considering the heterogeneity of the effect sizes, sub-components and moderating variable (age) were analyzed. The results showed that the difference obtained in the total metacognition index and its various components, according to the interpretation of Cohen's d criterion, is lower than the small level. As a result, there was no difference between girls and boys in the overall metacognition index and its components. Also, the age of the subjects did not play the role of a moderating variable on the relationship between metacognition and gender.

Reading disorder is one of the common types of learning disorder, which refers to acquisition deficiency of reading skills. The aim of the present study was to determine the effectiveness of the training metacomprehension strategies on the reading function of students with specific learning disorder in elementary school. The present research method was single case with A-B-A design. For this purpose, among the 11-year-old students who were studying in the schools of Isfahan city in the academic year of 2020-21, three students with reading learning disorder who met entering criteria were selected by using the purposeful sampling method as research samples. Then, each subject was studied and intervened in 11 sessions of 45 minutes. In order to collect the data, various tools were used including: the Demographic Questionnaire, Raven's Progressive Matrices, Nema Reading, and the Dyslexia Test (Karami Nouri and Moradi, 2014). After that, the research data were analyzed by using various method, including: the visual analysis, trend index and stability index, percentage of overlapping and non-overlapping data.  In the visual analysis of the data graph, the intervention was effective in all 3 subjects. The total index of non-overlapping data of the subjects was 80%, the overlapped data was 20%, the recovery percentage was 10.16 and the Cohen's effect size was 1.55. This effectiveness was still evident in the follow-up phase. The results of the present study showed that the training of the metacomprehension strategies had a significant effect on the reading function of all three students. Therefore, it can be concluded that the training of the metacomprehension strategies is effective on the reading function of students with specific learning disorder and this intervention can be used in teaching and treating of students with reading learning disorder

The aim of this research was to investigate the effectiveness of emotional schema therapy on self-control strategies among students with oppositional defiant disorder. The research design was a single subject design of ABA type. The statistical population of the study also included all high school students in Dalahu city in the academic year 2020-2021. In this study, 6 students were selected by purposive sampling method with full observance of ethical considerations. The tools used in this study were semi-structured clinical interview based on DSM-5, oppositional defiant disorder rating scale and Tangney self-control scale. The subjects then received 10 sessions of intervention based on emotional schema therapy and after the fourth, seventh and tenth sessions were evaluated by research tools. The results of the statistical analysis show the effectiveness of emotional schema therapy on self-control symptoms in 6 participants. Cohen's d values are in the range of 0.41 to 0.80 and indicate a moderate effect. PEM, PND and PAND indices are all 1 and the absolute value of RCI is greater than 1 in all cases. Therefore, the emotional schema Therapy hypothesis is effective on students’ self-control strategies with oppositional defiant disorder.

The problematic use of mobile phones has also created problems in the social sphere. The purpose of this research was to develop a causal model of problematic mobile phone use based on self-regulation and academic procrastination with the mediation of readiness for boredom. In terms of practical purpose, the research was in the field of descriptive-correlation designs and the analysis method was structural equation modeling. The statistical population included all undergraduate female students of Kosar Bojnord University, numbering 2200 in the academic year 2021-2022, and the sample size was 327 people based on the minimum number of subjects required for the obvious variables in the model. In this research, Gennaro's (2007) harmful use of mobile phone questionnaire, Bouffard's academic self-regulation questionnaire (1998), Roth Bloom's academic procrastination questionnaire (2013) and Falman et al.'s (2013) readiness questionnaire were used to collect information. Data analysis was done by structural equation modeling method and using SPSS and Amos software. The findings showed that the harmful use of mobile phones has a positive and significant effect on the readiness for boredom (P<0.05). Harmful use of mobile phones has no significant effect on academic self-regulation and procrastination (P<0.05). Preparation for boredom has a positive and significant effect on procrastination and a negative and significant effect on self-discipline (P<0.05). According to the obtained indices and coefficients, it can be concluded that the proposed model is suitable for predicting the problematic use of mobile phones and the data have a good fit with the research model.

The purpose of this research is to investigate the effect of social support on academic satisfaction, emphasizing the mediating role of academic vitality.

Quantitative research method based on the type of data collection was descriptive and correlational. The research population included all students of the Faculty of Humanities and Literature of Kurdistan University in the academic year of 2021-2022. A sample of 315 people was selected using Morgan table and available sampling method. In order to collect data, three questionnaires of perceived social support, academic satisfaction and academic vitality were used. Correlation tests and structural equation modeling were used in SPSS and Amos software in the inferential statistics section.

The results showed that the significance coefficient value of the first research hypothesis was 99.979, which confirmed that social support directly affects academic satisfaction. The value of the significance coefficient for the second hypothesis of the research was 18.464, which confirmed that social support directly affects academic vitality. Also, the significance coefficient value for the third hypothesis was 41.797 and confirmed that academic vitality also has a positive and significant effect on academic satisfaction. Therefore, according to the confirmation of all three hypotheses, the fourth hypothesis of the research, that is the mediation of academic vitality in the relationship between social support and academic satisfaction, was confirmed. By confirming the mediating role of academic vitality, it was found that social support has an indirect, positive and significant effect of 0.897 on academic satisfaction.

According to the results obtained from the present study, it can be concluded that academic vitality plays a mediating role in the relationship between social support and academic satisfaction. A person who receives social support has more academic vitality, which is effective in increasing academic satisfaction.