University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 Investigating the Relationship between Physical Exercise and Mobile Phone Addiction with the Mediating Role of Self-Control in Students with Learning Disabilities Investigating the Relationship between Physical Exercise and Mobile Phone Addiction with the Mediating Role of Self-Control in Students with Learning Disabilities 1 11 3118 10.22098/jld.2024.15311.2171 FA Mahrokh Dehghani Department of Physical Education and Sport, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2024 06 22 Objective: Mobile phone addiction is a negative and growing phenomenon among students, which requires the serious attention of researchers. This research was conducted with the aim of investigating the relationship between physical exercise and mobile phone addiction with the mediating role of self-control in students with learning disabilities. Methods: The descriptive research method was correlation type with structural equation approach. The statistical population of the research included students with learning disabilities in secondary school in Ardabil, 145 of whom were identified and selected as a sample. To collect data, Wilcott et al.'s learning problems questionnaire (2011), Galvin, Tulia, Rosenfield and Crisfon's (2020) physical exercise questionnaire, Tanji's self-control questionnaire (2004) and Hyun Yong Koo's mobile addiction questionnaire (2008) were used. Spss software was used to analyze the data and Smart Pls software was used to check the fit of the model. Results: The results of data analysis showed that physical exercise has a negative and direct effect on mobile phone addiction, self-control has a negative and direct effect on mobile phone addiction, physical exercise has a positive and direct effect on self-control, and physical exercise has a direct and negative effect on mobile phone addiction. It has an indirect effect with the mediating role of self-control. Conclusion: Therefore, it can be concluded that physical exercise and self-control are important and effective variables on mobile phone addiction in students with learning disabilities, which researchers need to take preventive measures to reduce mobile phone addiction in students. Objective: Mobile phone addiction is a negative and growing phenomenon among students, which requires the serious attention of researchers. This research was conducted with the aim of investigating the relationship between physical exercise and mobile phone addiction with the mediating role of self-control in students with learning disabilities. Methods: The descriptive research method was correlation type with structural equation approach. The statistical population of the research included students with learning disabilities in secondary school in Ardabil, 145 of whom were identified and selected as a sample. To collect data, Wilcott et al.'s learning problems questionnaire (2011), Galvin, Tulia, Rosenfield and Crisfon's (2020) physical exercise questionnaire, Tanji's self-control questionnaire (2004) and Hyun Yong Koo's mobile addiction questionnaire (2008) were used. Spss software was used to analyze the data and Smart Pls software was used to check the fit of the model. Results: The results of data analysis showed that physical exercise has a negative and direct effect on mobile phone addiction, self-control has a negative and direct effect on mobile phone addiction, physical exercise has a positive and direct effect on self-control, and physical exercise has a direct and negative effect on mobile phone addiction. It has an indirect effect with the mediating role of self-control. Conclusion: Therefore, it can be concluded that physical exercise and self-control are important and effective variables on mobile phone addiction in students with learning disabilities, which researchers need to take preventive measures to reduce mobile phone addiction in students.

https://jld.uma.ac.ir/article_3118_85c85d0c7cb9c1d3b31dc69b62ffc8aa.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 The Effectiveness of Unified Protocol Transdiagnostic Treatmenton Emotion Regulation and Parent-Child Relationship of Parents of Children with Learning Disabilities The Effectiveness of Unified Protocol Transdiagnostic Treatmenton Emotion Regulation and Parent-Child Relationship of Parents of Children with Learning Disabilities 12 23 3326 10.22098/jld.2024.15431.2177 FA Soroush Ranjbar Ph.D student, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. Journal Article 2024 07 09 Objective The objective of this study was to examine the effectiveness of an integrated transdiagnostic intervention program on emotion regulation and the parent-child relationship in parents of children with specific learning disabilities. Methods This study employed a quasi-experimental design with a pre-test and post-test and a control group. The statistical population included all parents of children with specific learning disabilities in Tehran during the academic year 2023-2024. Using convenience sampling, 30 parents of children with learning disabilities were selected based on the inclusion criteria and divided into experimental and control groups. Research tools included the Gross and John Emotion Regulation Questionnaire (2003) and the Pianta Parent-Child Relationship Scale (1994). The integrated transdiagnostic intervention program was conducted in 10 sessions over two months for the experimental group, while the control group received no intervention. Data analysis was performed using SPSS software version 28, employing descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). Results The results showed a significant difference between the groups in terms of emotion regulation and the parent-child relationship. The mean scores of emotion regulation and the parent-child relationship in the experimental group were higher in the post-test compared to the control group (p<0.05). Conclusion Based on the obtained results, it can be concluded that the integrated transdiagnostic intervention program is effective in improving emotion regulation and the parent-child relationship among parents of children with specific learning disabilities. Therefore, implementing the integrated transdiagnostic intervention program in treatment and educational processes is recommended. Objective The objective of this study was to examine the effectiveness of an integrated transdiagnostic intervention program on emotion regulation and the parent-child relationship in parents of children with specific learning disabilities. Methods This study employed a quasi-experimental design with a pre-test and post-test and a control group. The statistical population included all parents of children with specific learning disabilities in Tehran during the academic year 2023-2024. Using convenience sampling, 30 parents of children with learning disabilities were selected based on the inclusion criteria and divided into experimental and control groups. Research tools included the Gross and John Emotion Regulation Questionnaire (2003) and the Pianta Parent-Child Relationship Scale (1994). The integrated transdiagnostic intervention program was conducted in 10 sessions over two months for the experimental group, while the control group received no intervention. Data analysis was performed using SPSS software version 28, employing descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). Results The results showed a significant difference between the groups in terms of emotion regulation and the parent-child relationship. The mean scores of emotion regulation and the parent-child relationship in the experimental group were higher in the post-test compared to the control group (p<0.05). Conclusion Based on the obtained results, it can be concluded that the integrated transdiagnostic intervention program is effective in improving emotion regulation and the parent-child relationship among parents of children with specific learning disabilities. Therefore, implementing the integrated transdiagnostic intervention program in treatment and educational processes is recommended.

https://jld.uma.ac.ir/article_3326_24829e6128b07402ebf1619ead023211.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 Comparison of anxiety disorders in children and adolescents with and without specific learning disorders: the interactive role of helicopter parenting Comparison of anxiety disorders in children and adolescents with and without specific learning disorders: the interactive role of helicopter parenting 24 35 3081 10.22098/jld.2024.14996.2166 FA Esmail Soleimani Associate Professor, Department of Psychology, Faculty of Literature and Humanistic Sciences, Urmia University, Urmia, Iran Marzieh Amirimanesh PhD Student of General Psychology, Department of Psychology, Faculty of Literature and Humanistic Sciences, Urmia University, Urmia, Iran 0000-0003-2726-7859 Saeed Ariapooran Associate Professor, Department of Psychology, Faculty of Literature and Humanistic Sciences, Malayer University, Malayer, Iran. Journal Article 2024 05 02 Objective: The purpose of the present study was to compare anxiety disorders in children and adolescents with and without Specific Learning Disorders (SLD) by examining the interactive role of helicopter parenting. Method: The research method was causal-comparative. The population of the present study was children and adolescents(10-14 years old) of Malayer city who were diagnosed with a SLD (N=129). The sample size included 122 children and adolescents with SLD. Among the peers of these children, 122 people were matched as a control group based on age, educational level, and gender. The Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) and the short form of the Helicopter Parenting Instrument (Pistella et al., 2020) were used to collect data. For data analysis, multivariate analysis of variance (MANOVA) using SPSS-26 software was used. Results: Children and adolescents with SLD received higher scores than their peers in physical and panic disorder, general anxiety symptoms, separation anxiety, social anxiety symptoms and school avoidance. This difference was greater when examining the interaction effect of SLD and helicopter parenting (p<0.05). In other words, the interactive effect size of SLD and helicopter parenting (between 0.32 and 0.36) was higher than the effect size of SLD alone (between 0.03 and 0.08). Conclusion: The results showed that helicopter parenting played a role in increasing the severity of symptoms of anxiety disorders in children with SLD. It is suggested that the role of helicopter parenting in intensification the symptoms of anxiety disorders in children with SLD should be discussed. Objective: The purpose of the present study was to compare anxiety disorders in children and adolescents with and without Specific Learning Disorders (SLD) by examining the interactive role of helicopter parenting. Method: The research method was causal-comparative. The population of the present study was children and adolescents(10-14 years old) of Malayer city who were diagnosed with a SLD (N=129). The sample size included 122 children and adolescents with SLD. Among the peers of these children, 122 people were matched as a control group based on age, educational level, and gender. The Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) and the short form of the Helicopter Parenting Instrument (Pistella et al., 2020) were used to collect data. For data analysis, multivariate analysis of variance (MANOVA) using SPSS-26 software was used. Results: Children and adolescents with SLD received higher scores than their peers in physical and panic disorder, general anxiety symptoms, separation anxiety, social anxiety symptoms and school avoidance. This difference was greater when examining the interaction effect of SLD and helicopter parenting (p<0.05). In other words, the interactive effect size of SLD and helicopter parenting (between 0.32 and 0.36) was higher than the effect size of SLD alone (between 0.03 and 0.08). Conclusion: The results showed that helicopter parenting played a role in increasing the severity of symptoms of anxiety disorders in children with SLD. It is suggested that the role of helicopter parenting in intensification the symptoms of anxiety disorders in children with SLD should be discussed.

https://jld.uma.ac.ir/article_3081_4486eb6ef858b212c0a6cdcbb64c82ea.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 The Effectiveness of Positive Parenting to Mothers on Self-efficacy and Resilience of Children with Specific Learning Disorders The Effectiveness of Positive Parenting to Mothers on Self-efficacy and Resilience of Children with Specific Learning Disorders 36 46 3080 10.22098/jld.2024.15412.2175 FA Afsane Shokri Department of Educational Sciences, Farhangian University, Tehran, Iran Sara Taghizadeh Hir PhD of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2024 07 07 Objective: The aim of this study was to investigate the effectiveness of positive parenting to mothers on self-efficacy and resilience of children with specific learning disorders. Methods: This research was an experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 7 to 12 years with learning disabilities in Ardabil in 2024. Among them, 40 children were selected using purposeful sampling method and placed randomly in experimental (n=20) and control group (n=20). Data were collected by using Morris Children and Adolescents Self-efficacy Questionnaire Morris (2001) and children and adolescents resilience scale (Engar & Libenberg, 2009). The experimental group participated in 10 sessions (45 minutes) of positive parenting and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANOVA). Results: The results indicated that positive parenting significantly improve self-efficacy and resilience of children with specific learning disorders (P<0/05). Conclusion: The results showed that positive parenting can be considered as an effective way to improve self-efficacy and resilience of children with specific learning disorders. Therefore, child psychologists and specialists can use positive parenting to reduce the psychological problems of these children. Objective: The aim of this study was to investigate the effectiveness of positive parenting to mothers on self-efficacy and resilience of children with specific learning disorders. Methods: This research was an experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 7 to 12 years with learning disabilities in Ardabil in 2024. Among them, 40 children were selected using purposeful sampling method and placed randomly in experimental (n=20) and control group (n=20). Data were collected by using Morris Children and Adolescents Self-efficacy Questionnaire Morris (2001) and children and adolescents resilience scale (Engar & Libenberg, 2009). The experimental group participated in 10 sessions (45 minutes) of positive parenting and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANOVA). Results: The results indicated that positive parenting significantly improve self-efficacy and resilience of children with specific learning disorders (P<0/05). Conclusion: The results showed that positive parenting can be considered as an effective way to improve self-efficacy and resilience of children with specific learning disorders. Therefore, child psychologists and specialists can use positive parenting to reduce the psychological problems of these children.

https://jld.uma.ac.ir/article_3080_abeaeb163ad0a82eb5cf651731c76a86.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 The Effectiveness of Self-Directed Learning on Social Adjustment and Academic Vitality in Students with Learning Disorder The Effectiveness of Self-Directed Learning on Social Adjustment and Academic Vitality in Students with Learning Disorder 47 58 3328 10.22098/jld.2024.15441.2178 FA Azam Safari M.A., Department of Psychology, Hom Care Research Cnter, Dezful Branch, Islamic Azad University, Dezful, Iran Kobra Kazemian Moghadam Assistant Professor, Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran 0000-0001-5457-8105 Homayoon Haroon Rashidi Assistant Professor Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. Journal Article 2024 07 10 Objective: The purpose of this study was to the effectiveness of Self-Directed Learning on social adjustment and academic vitality in students with learning disorder. Method: The research method was an experiment with a pre-test and post-test design with a control group. The statistical population of the study included all students with learning disorder in Ahvaz. The sample size consisted of 30 students with learning disorder who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received 16 weekly 90-minute sessions of self-directed learning. The questionnaires used in this research included Sinha and Singh's adjustment questionnaire and Martin and Marsh's academic vitality questionnaire.. Data were analyzed using univariate analysis of SPSS version 22 software. Results: The findings showed that between the experimental and control groups in terms of increased compatibility (F<14.54) and Academic vitality (F<37.19) had a significant difference (p<0.001). Conclusion: According to the obtained results, it can be said that the self-directed learning training program was effective in improving the social adjustment and academic vitality of students with specific learning disorders. Therefore, it is suggested that specialists and therapists use this intervention to increase the social adjustment and academic vitality of students with specific learning disorders. Objective: The purpose of this study was to the effectiveness of Self-Directed Learning on social adjustment and academic vitality in students with learning disorder. Method: The research method was an experiment with a pre-test and post-test design with a control group. The statistical population of the study included all students with learning disorder in Ahvaz. The sample size consisted of 30 students with learning disorder who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received 16 weekly 90-minute sessions of self-directed learning. The questionnaires used in this research included Sinha and Singh's adjustment questionnaire and Martin and Marsh's academic vitality questionnaire.. Data were analyzed using univariate analysis of SPSS version 22 software. Results: The findings showed that between the experimental and control groups in terms of increased compatibility (F<14.54) and Academic vitality (F<37.19) had a significant difference (p<0.001). Conclusion: According to the obtained results, it can be said that the self-directed learning training program was effective in improving the social adjustment and academic vitality of students with specific learning disorders. Therefore, it is suggested that specialists and therapists use this intervention to increase the social adjustment and academic vitality of students with specific learning disorders.

https://jld.uma.ac.ir/article_3328_05809dc4e66100f9ca5325e287a0cd6c.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 4 2024 08 22 Comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students Comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students 59 71 2374 10.22098/jld.2023.13562.2117 FA Behrooz Fooladi PhD student in Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran Mohammad Narimani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Tavakkol Mousazadeh Assistant Professor Islamic Azad University, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran Somayyeh Taklavi Assistant Professor Islamic Azad University, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran 0000-0001-7025-8363 Journal Article 2023 08 25 Objective: The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students. Methods: The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2016-2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. To collect data, Raven's progressive matrices test and dyslexia test were used. Analysis of variance test was used to analyze the research data, and SPSS statistical software was used for this purpose. Results: The results showed that the training based on phonological awareness and multiple intelligences and the combination of the two methods has significantly improved the reading skills of the experimental groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average reading skill scores of dyslexics (P<0.05). Conclusion: based on the results obtained, it is recommended to psychologists to use training based on cognitive awareness and multiple intelligences in order to help improve the reading skills of children with dyslexia. Objective: The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students. Methods: The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2016-2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. To collect data, Raven's progressive matrices test and dyslexia test were used. Analysis of variance test was used to analyze the research data, and SPSS statistical software was used for this purpose. Results: The results showed that the training based on phonological awareness and multiple intelligences and the combination of the two methods has significantly improved the reading skills of the experimental groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average reading skill scores of dyslexics (P<0.05). Conclusion: based on the results obtained, it is recommended to psychologists to use training based on cognitive awareness and multiple intelligences in order to help improve the reading skills of children with dyslexia.

https://jld.uma.ac.ir/article_2374_d98deb6f62b4d71a8672fc2779606974.pdf