Cognitive-Emotional-Social Intervention, Working Memory, Verbal Creativity, Academic Self-Efficacy, Cognitive Self-Awareness, Learning Disabilities

Chari, Mohammad Ali; Salimi, Samaneh; Ali Sofi, Allah Nazar

doi:10.22098/jld.2025.16664.2232

Cognitive-Emotional-Social Intervention, Working Memory, Verbal Creativity, Academic Self-Efficacy, Cognitive Self-Awareness, Learning Disabilities

Document Type : Research Paper

Authors

¹ PhD student in Educational Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran

² Assistant Professor Department of Educational Sciences, Farhangian University, P. O. Box 14665-889, Tehran, Iran

³ Assistant Professor Department of Psychology and Counselling, Farhangian University, P. O. Box 14665-889, Tehran, Iran

10.22098/jld.2025.16664.2232

Abstract

The aim of the present study was to investigate the effectiveness of cognitive-emotional-social intervention training in working memory on improving verbal creativity, academic self-efficacy, and cognitive self-awareness of students with learning disabilities. The research method was quasi-experimental, pre-test-post-test design, and Solomon four-group method. The statistical population included all elementary students with learning disabilities in the 2012-2013 academic year. The Torrance Verbal Creativity Test (1979), Jing and Morgan Academic Self-Efficacy (1999), and Wells Cognitive Self-Awareness (2004) were used to collect data in this study. The collected data were analyzed using analysis of covariance and Scheffe post hoc test. The results of data analysis showed that cognitive-emotional-social intervention training in working memory significantly improved verbal creativity, academic self-efficacy, and cognitive self-awareness of students. On the other hand, the results of Scheffe post hoc test showed that the implementation or non-implementation of the pre-test had no significant effect on the results of the study. And the mean scores of all research variables (verbal creativity, academic self-efficacy, and cognitive self-awareness) increased significantly in both experimental groups, but did not change in the control group. Therefore, based on the results of this study, it seems that cognitive-emotional-social intervention training of working memory is effective in improving verbal creativity, academic self-efficacy, and cognitive self-awareness of students with learning disabilities due to the presence of multi-faceted, diverse, and numerous tasks that are appropriate to the students' abilities.

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