Publication Date: 2025
Asian Education and Development Studies (20463170)
Purpose – In our study, conducted during the COVID-19 lockdown, we shifted the focus to students and compared their school belonging, academic engagement and obsession with COVID-19 using a representative sample of boys and girls from rural and urban areas in both countries. Design/methodology/approach – We tested a total of 709 Iranian students (369 girls) and 603 Pakistani students (380 girls) aged between 11 and 16 years. Findings – Our findings indicate that Pakistani students, compared to Iranian students, exhibit higher levels of academic engagement and school belonging, but only in terms of the inclusion dimension. There were no significant differences in school belonging in the exclusion dimension or in the level of obsession with COVID-19 among students from both countries. However, Iranian students scored higher than Pakistani students regarding overall school belonging. Originality/value – Considering differences in students’ situations in Iran and Pakistan, we were interested in whether there are differences in academic engagement, school belonging and anxiety related to COVID-19 in students from both countries. Until now, many studies have investigated the effects of the pandemic on the lives of societies, but few have been conducted among students. This study had the unique chance to compare Iranian and Pakistani students during lockdowns and Internet-based schools. Therefore, this study aimed to compare students’ engagement, school belonging and obsession with COVID-19 in a vast and representative sample (gender and inhabitancy) of Iranian and Pakistani students. © Emerald Publishing Limited
Publication Date: 2025
Child Psychiatry And Human Development (15733327)
This study aimed to develop and validate a new questionnaire, the Parental Burnout in ADHD (PBA) scale, to address this gap in the literature. Drawing on existing research on parental burnout, ADHD, and related constructs such as parenting stress and self-efficacy, the PBA scale was developed through a rigorous process involving item generation, expert review, and pilot testing. The final version of the PBA scale comprised 36 items, covering five dimensions: Parental stress, Parental self-efficacy, Parental guilt, Social support for parents, Parental burnout and Parental coping strategies. The psychometric properties of the PBA scale were examined in a sample of 118 parents of children with ADHD. Confirmatory factor analysis supported the five-factor structure of the scale, with good model fit indices. In conclusion, the Parental Burnout in ADHD (PBA) scale is a reliable and valid instrument for assessing parental burnout in parents of children with ADHD. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
Publication Date: 2024
Journal of Research in Special Educational Needs (14713802)24(2)pp. 311-323
It is well-known that children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions and behavioural–emotional problems of children with ADHD, SLD and typically developing children. For this study, 94 children were recruited through purposeful sampling (ADHD = 23, SLD = 30 and TD = 41). All participants were screened based on WISC-IV. Subsequently, participants were administered executive functions and behavioural problems questionnaires. The analysis of the data using MANOVA and Scheffe post hoc pairwise shows that children with ADHD and SLD had significantly higher scores on measures of executive function impairment than typically developing children. Our study revealed that children in the ADHD group scored significantly higher in social problems, aggressive behaviours, AD/HD problems, ODD, conduct problems and externalizing problems sub-tests. Conversely, the LD group demonstrated higher scores in the anxiety problems sub-test. Furthermore, Our study demonstrated that children in the ADHD group scored significantly higher in the following sub-tests: metacognition, inhibit, shift, bri, shift and emotion control. In contrast, the LD group exhibited higher scores in the initiate sub-test. In addition, the two groups of children with disorders also exhibited more behavioural–emotional problems than typically developing children. These findings suggest that ADHD and SLD are associated with impaired executive function and increased behavioural–emotional problems. These findings have implications for the assessment and treatment of these disorders. © 2023 NASEN.
Sharifi, A.,
Kamari songhorabadi, S.,
Sheikhmohammadi, A.,
Khayati, G. Publication Date: 2022
Journal of Applied Psychological Research (22518126)13(2)pp. 33-54
The purpose of this study was to investigate the effectiveness of computerized cognitive training on the performance of response inhibition and sustained attention of students with mathematical problems. The research method in terms of goal was practical and semi-experimental with a pretest-posttest design with a control group. The statistical population of the study was all students with mathematical disorders in Tehran who were studying in the academic year 2018-2019. The sample of this study included 24 elementary school students with mathematics problems who were randomly selected and divided into a control group (12 subjects) and an experimental group (12 subjects). Their intelligence and mathematical abilities were assessed using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Iran Key Math Diagnostic Test. The experimental group participated in 25 sessions of 50 to 60 minutes duration in the intervention program. For the development of response inhibition and maintenance of attention, the Continuous Performance Test (CPT) and the Stroop test, a subscale of the CNS Vital Sign (CNSVS) battery, were used. Data were analyzed with SPSS22 software and using analysis of covariance tests. The results of ANCOVA indicated that there was a statistically significant difference between the experimental group and the control group in terms of the concussion error of the Stroop test (p<0.05). Continuing with the power test, the difference between the experimental group and the control group was significant (p< 0.05) after omitting the pretest effect in the omission and concussion error. Overall, the results show that computer-based cognitive training had a significant effect on response inhibition and attention maintenance of students with math problems. © 2022, University of Tehran. All rights reserved.
