اثربخشی آموزش مهارت‌های تنظیم هیجانی بر کارکردهای اجرایی در دانش‌آموزان با علایم اهمال کاری

الموضوعات :

نسا محرمی ¹ , باقر سرداری ²

1 - کارشناس ارشد روانشناسی تربیتی، گروه علوم تربیتی و روانشناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران
2 - گروه علوم تربیتی و روانشناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران

تاريخ الإرسال : 21 الأربعاء , ربيع الثاني, 1441 تاريخ التأكيد : 07 السبت , شوال, 1441 تاريخ الإصدار : 28 الخميس , رمضان, 1441

الکلمات المفتاحية: اهمال کاری تحصیلی, کارکردهای اجرایی, مهارت‌های تنظیم هیجان,

ملخص المقالة :

هدف از انجام پژوهش حاضر تعیین اثربخشی آموزش مهارت‌های تنظیم هیجانی بر کارکردهای اجرایی در دانش‌آموزان با علایم اهمال کاری بود. روش پژوهش نیمه آزمایشی (نیمه تجربی) و با طرح پیش‌آزمون- پس‌آزمون با یک گروه آزمایش و کنترل بود. جامعه آماری تحقیق کلیه دانش‌آموزان دختر مشغول تحصیل در پایه یازدهم مدارس دوره دوم متوسطه شهر ماکو به تعداد 480 نفر در سال تحصیلی 98-97 بودند که از بین آنها 15 نفر برای گروه آزمایش و 15 نفر هم برای گروه کنترل به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. از پرسشنامه‌های اهمال کاری تحصیلی (PAS) و آزمون دسته‌بندی کارت‌های ویسکانسین (WCST) برای گردآوری اطلاعات استفاده شد. گروه آزمایش طی 10 جلسه تحت آموزش مهارت‌های تنظیم هیجان قرار گرفتند و در این مدت گروه کنترل هیچ آموزشی دریافت نکردند. داده‌ها از طریق آزمون تحلیل کواریانس تک متغیره و چندمتغیره در نرم‌افزار spss تحلیل شد. نتایج نشان داد آموزش مهارت‌های تنظیم هیجانی منجر به کاهش میانگین نمرات گروه آزمایش در کارکردهای اجرایی و ابعاد آن شامل خطای در جاماندگی و خطای کل نسبت به گروه کنترل شده است (01/0>P). با توجه به نتایج می‌توان مطرح کرد که آموزش مهارت‌های تنظیم هیجانی بر بهبود کارکردهای اجرایی و ابعاد آن در بین دانش‌آموزان اثر مثبت دارد. در مجموع نتایج حاصل از پژوهش حاضر حاکی از اهمیت بالای آموزش مهارت‌های تنظیم هیجان در بهبود کارکردهای اجرایی دانش‌آموزان دارای علائم اهمال کاری تحصیلی می‌باشد

المصادر:

اشرفی‌حافظ، اصغر، سلطانی، اسماعیل، تقوی، سیدمحمدرضا و قارلی‌پور، ذبیح‌اله (1393). مقایسه کارکردهای اجرایی بیماران دیابت نوع دو با افراد بهنجار. مجله دانشگاه علوم پزشکی ایلام، 23(3)، 116-109.

برهانی، عبدالله، مرادی، علیرضا، اکبری، مهدی و میرانی، روژین (1396). اثربخشی راهبردهای نظم جویی فرآیندی هیجان در بهبود کارکردهای اجرایی و افزایش کیفیت زندگی در معتادان بهبود یافته مراکز کاهش آسیب (DIC). فصلنامه روانشناسی شناختی، 5(2)، 34-24.

پورعبدل، سعید، صبحی‌قراملکی، ناصر و عباسی، مسلم (1394). مقایسه اهمال کاری تحصیلی و سرزندگی تحصیلی در دانش‌آموزان با و بدون اختلال یادگیری خاص. مجله ناتوانی‌های یادگیری، 4(3)، 38-22.

خسروتاش، پریسا، ابوالمعالی‌الحسینی، خدیجه و هاشمیان، کیانوش (1396). مقایسه اثربخشی آموزش کارکردهای اجرایی و آموزش اجتماعی-هیجانی بر بهبود عملکرد توجه مداوم در دانش‌آموزان با اختلال ریاضی. فصلنامه روانشناسی افراد استثنایی، 7(27)، 113-79.

رمضان‌زاده، فاطمه، مرادی، علیرضا و محمدخانی، شهرام (1393). اثربخشی آموزش مهارت‌های تنظیم هیجانی در کارکردهای اجرایی و راهبردهای تنظیم هیجانی در نوجوانان در معرض خطر. فصلنامه روانشناسی شناختی، 2(2)، 45-37.

ستایشی‌اظهری، محمد (1398). فراتحلیل رابطه بین اهمال کاری و عملکرد تحصیلی، فصلنامهپژوهش هایکاربردیروانشناختی، 10(1)، 133-115

 سیف، علی‌اکبر (1396). روانشناسی پرورشی نوین، تهران: دوران.

شیخ‌الاسلامی، علی (1395). پیش‌بینی اهمال کاری تحصیلی براساس راهبردهای شناختی، راهبردهای فراشناختی و اضطراب امتحان در دانشجویان. دوفصلنامه راهبردهای شناختی در یادگیری، 4(6)، 101-82.

شیخ‌الاسلامی، علی؛ درتاج، فریبرز؛ دلاور، علی و ابراهیمی قوام، صغری (1393). تاثیر آموزش برنامه ی کاهش استرس مبتنی بر ذهن آگاهی بر تعلّل ورزی دانش‌آموزان. فصلنامه روانشناسی تربیتی 10(34)، 94-109

صالحی، اعظم (1390). مقایسه اثربخشی آموزش راهبردهای تنظیم هیجان بر اساس مدل گراس و رفتار درمانی دیالکتیک در کاهش علایم مشکلات هیجانی دانشجویان دانشگاه اصفهان. رساله دکتری تخصصی، دانشگاه اصفهان.

طبیبی، زهرا (1392). بررسی ارتباط کنش‌های اجرایی و اهمال‌کاری تحصیلی در دانش‌آموزان مبتلا به ناتوانی‌های یادگیری شهر کرمان، پایان‌نامه کارشناسی‌ارشد، دانشگاه فردوسی مشهد، دانشکده علوم تربیتی و روانشناسی .

عظیمی، مرتضی و توحیدلو، فاطمه (1396). تأثیر آموزش تنظیم هیجان بر کارکردهای اجرایی و خود-بازداری افراد دچار سوء مصرف مواد. روانشناسی معاصر، 12 (ویژه نامه مجموعه مقالات ششمین کنگره انجمن روانشناسی ایران)، 1198-1194.

فلاطونی، ثاره، پیرخائفی، علیرضا و دودانگی، نسرین (1395). مقایسه کارکردهای اجرایی مغز در کودکان دارای اختلال بیش فعالی و نقص توجه با کودکان دارای اختلال بیش فعالی نقص توجه همراه با اضطراب. مجله روانپزشکی و روانشناسی بالینی ایران، 22(3)، 211-201.

گال، دامین. مردیت.، بورگ، والتر.، گال، جویس. (1391). روش‌های تحقیق کمی و کیفی در علوم تربیتی و روان شناسی (جلد اول)، ترجمه احمد رضا نصر و همکاران. تهران: انتشارات سمت.

محمودزاده، رقیه و محمدخانی، شهرام (1395). کمال گرایی و اهمال کاری تحصیلی: نقش واسطه ای نشخوار فکری. دوفصلنامه روانشناسی بالینی و شخصیت، 14 (1)، 134-125.

محمودی، مریم (1396). تدوین و تعییم اثربخشی برنامه آموزشی راهبردهای تنظیم هیجان بر کارکردهای اجرایی و حل مساله اجتماعی کودکان با اختلال یادگیری. پایان‌نامه کارشناسی‌ارشد، دانشگاه علامه طباطبایی.

مرادی، علیرضا، جباری، حسین، میرآقایی، علی‌محمد و پرهون، هادی (1390). عملکرد بیماران مبتلاء به ایدز در کارکردهای اجرایی. فصلنامه پژوهش های نوین روانشناختی، 6 (24)، 173-153.

مرادی، مسعود، فتحی، داود، غریب‌زاده، رامین و فائیدفر، زیبا (1395). مقایسه‌ی فرسودگی تحصیلی، اهمال‌کاری تحصیلی و احساس تنهایی در دانش‌آموزان با و بدون ناتوانی‌های یادگیری. مجله پزشکی ارومیه، ۲۷(۳)، 256-248.

مطیعی، حورا، حیدری، محمود و صادقی، منصورالسادات (1391). پیش‌بینی اهمال کاری تحصیلی براساس مؤلفه‌های خودتنظیمی در دانش‌آموزان پایه اول دبیرستان‌های شهر تهران. فصلنامه روانشناسی تربیتی، 24(8)، 70-50.

ندافی، لیلا.، کورش نیا، مریم. (1395). رابطه باورهای غیرمنطقی و کمال گرایی با اهمال کاری تحصیلی. مجله اصول بهداشت روانی، ویژه‌نامه سومین کنفرانس بین‌المللی روانشناسی و علوم تربیتی، 512-506.

نریمانی، محمد، محمدی، گلاویژ، الماسی‌راد، نسرین و محمدی، جهانگیر (1396). نقش هوش اخلاقی و ادراک خطر در پیش‌بینی فرسودگی تحصیلی و اهمال کاری دانش‌آموزان. مجله روانشناسی مدرسه، 6 (2)، 145-124.

نیکبخت، الهام، عبدخدائی، سعید و حسن‌آبادی، حسین (۱۳۹۲). اثربخشی واقعیت درمانی گروهی بر افزایش انگیزش تحصیلی و کاهش اهمال کاری تحصیلی دانش‌آموزان. پژوهش‌های روان‌شناسی بالینی و مشاوره، ۳ (۲)، ۹۴-۸۱.

Anderson, Kirsten, L., Weimer, M., & Fuhs, M. W. (2020). QuarterlyTeacher fidelity to Conscious Discipline and children’s executivefunction skill, Early Childhood Research Quarterly, 51(2), 14–25

Ashrafi hafez, A., soltani, E., taghavi, M., & gharlipour, Z. (2014). The comparison between executive functions of patients with type 2 diabetes and normal subjects. Scientific Journal of Ilam University of Medical Sciences; 22(3), 109-116 [In Persian].

Azimi, M., & Tohidlii, F. (2017). The effect of emotion regulation training on executive functions and self-restraint of people with substance abuse. Contemporary Psychology, 12 (Proceedings of the Sixth Congress of the Iranian Psychological Association) [In Persian].

Batres, M. (2018). University Students’ Cognitive Strategies, Emotions, Procrastination, and Motivation for Learning. Undergraduate Honors Teses. 81.

Bell, M. A., & Wolfe, C. D. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65(1), 3-13.

Bell, M. A., & Wolfe, C. D. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65(1), 3-13.

Berking, M., Wupperman, P., Reichardt, A., Pejic, T., Dippel, A., & Znoj, H. (2008). Emotion-regulation skills as a treatment target in psychotherapy. Behaviour Research and Therapy, 46(11), 1230-1237.

Blakemore, S. J. & Mills, K.L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual review of psychology, 65(1), 187-207.

Boden, M.T., Westermann, S., McRae, K., Kuo, J., Alvarez, J., Kulkarni, M.R., Gross, J.L. & et al. (2013). Emotion regulati Journal of Social and Clinical Psychology on and posttraumatic stress disorder: a prospective investigation. Journal of Social and Clinical Psychology, 32(3), 296-314.

Borhani, A., Moradi, A. R., Akbari, M., & Mirani, R. (2017). The Effectiveness of Process Emotion Regulation Strategies in Improvement on Executive Functions and Quality of Life in Recovered Addictions in Drop in Centers, Journal of Cognitive Psychology, 5(2), 23-34 [In Persian].

Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., JoséGómez-Romero, M., & Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students, Enfermería Clínica (English Edition), Available online 25 February 2020: https://doi.org/10.1016/j.enfcle.2019.07.013

Ciuluvica, C., Mitrofan, N., & Grilli, A. (2013). Aspects of emotion regulation difficulties and cognitive deficit in executive functions related of ADHD symptomatology in children. Journal procedia-social and behavioral sciences, 78(2013), 390-394.

Cromheeke, S., & Mueller, S. C. (2014). Probing emotional influences on cognitive control: an ALE metaanalysis of cognition emotion interactions. Brain Structure and Function, 219(3), 995-1008.

Crouch, J. L., McKay, E. R., Lelakowska, G., Hiraoka, R., Rutledge, E., Bridgett, D. J., & Milner, J. S. (2018). Do emotion regulation difficulties explain the association between executive functions and child physical abuse risk? Child Abuse & Neglect, 80, 99-107.

DeLeon, G. (2009). The therapeutic community: Theory model and method. New York: Springer.

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.

Dumontheil, I. (2014). Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex. Developmental cognitive neuroscience, 10, 57-76.

Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., & Berking, M. (2016). Overcome procrastination: Enhancing emotion regulation skills reduce procrastination. Learning and Individual Differences, 52, 10-18.

Eisenbeck, N.,  Carreno, D. F. &  Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility, Journal of Contextual Behavioral Science, 13, 103-108

Espinosa, A., Ruglass, L. M., Dambreville, N., Shevorykin, A., Nicholson, R., & Sykes, K. M. (2017). Correlates of child abuse potential among African American and latina mothers: A developmental-ecological perspective. Child Abuse & Neglect, 70, 222-230.

Falatooni, S., Pirkhaefi, A., & Dodangi N. (2016). Comparing Executive Cognitive Functions of Brain in Two Groups of ADHD Children with and Without Anxiety. Iranian Journal of PSYCHOLOGY CLINICAL AND PSYCHIATRY. 22(3), 200-211 [In Persian].

Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associationsbetween executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698–1709.

     Fuster, M. J. (2013). Cognitive functions of the prefrontal cortex. Stuss DT. Knight RT. Principles of frontal function. Oxford university press, New York, 11-22.

Gall, DM. Borg, W., & Gau, J. (2012). Educational research: an introduction, Translated by Ahmad Reza Nasr et al. Tehran: Samt Publications [In Persian].

Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13(3), 359.

Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188.

Gyurak, A., Goodkind, M. S., Kramer, J. H., Miller, B. L., & Levenson, R. W. (2012). Executive functions and the down-regulation and up-regulation of emotion. Cognition and Emotion, 26(1), 103-118.

Hallahan, D. P., & Kuffman, J. M. (2009). Exceptional learners. Introduction to special education. 9th ed. Allyn and Bacon.

Herwig, U.,  Lutz, J., Scherpiet, S., Scheerer,  H.,   Kohlberg, J., Opialla,  S.,  Preuss  A,  Steiger V.R,  Sulzer J,   Weidt S,  Stämpfli P, Rufer M, Seifritz E,  JänckeL, &  Brühl, A. B.  (2019). Training emotion regulation through real-time fMRI neurofeedback of amygdala activity, NeuroImage, 184, 687-696

Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia - Social and Behavioral Sciences, 5, 1897-1904.

Jermann, F., Van der Linden, M., d'Acremont, M., & Zermatten, A. (2006). Cognitive Emotion Regulation Questionnaire (CERQ): Confirmatory factor analysis and psychometric properties of the French translation. European Journal of Psychological Assessment, 22(2), 126-131.

Khosrotash, P., Abolmaalialhoseini, Kh, & Hashemian, K. (2017). Comparing the effectiveness of executive function training and socio-emotional education on improving performance. Continuous attention in students with mathematical disorders, Quarterly of Psychology of Exceptional Individuals, 7(27), 79-113 [In Persian].

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences. 82, 26-33

Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23, 4–41.

Lantrip, C., Isquith, P. K., Koven, N. S., Welsh, K., & Roth, R. M. (2016). Executive Function and Emotion Regulation Strategy Use in Adolescents. Applied Neuropsychology: Child, 5(1), 50-55.

Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment. 5th Ed. New York: Oxford University Press.

Mahmodi, M. (2017). Developing and determining the effectiveness of the emotion regulation strategies training program on the executive functions and solving the social problem of children with learning disabilities. M. A. Thesis, Allameh Tabatabai University. [In Persian].

Mahmoudzadeh R, Mohammadkhani S. (2016). Perfectionism and Academic Procrastination: The mediating role of rumination. CPAP; 14(1), 125-134 [In Persian].

Marceau, E. M., Kelly, P. J., & Solowij, N. (2018). The relationship between executive functions and emotion regulation in females attending therapeutic community treatment for substance use disorder. Drug and Alcohol Dependence, 182, 58-66.

Mohammad Setayeshi, A. (2019). Procrastination and Academic Performance: A Meta-Analysis Study, Applied Psychological Research Quarterly, 10(1), 115-133 [In Persian].

Moradim, M., Fathi, D., Gharibzadeh, R., & Faeedfar, Z. (2016). A comparison of academic burnout, academic procrastination and feelings comparison of academic burnout, academic negligence and feeling of loneliness in students with and without learning disabilities. Stud Med Sci; 27(3), 248-256 [In Persian].

Moradi, A., Hossein Jabbari, H., Miraghaee, A., & Parhone, H. (2011). Executive Functions Performance among People with AIDS/HIV, Journal of Modern Psychological Research, 6(24), 153-173 [In Persian].

Motiei, H., Heidari, M., & Sadeghi, M. (2012). Predicting academic procrastination based on self-regulatory components in first grade high school students in Tehran, Journal of Educational Psychology, 24(8), 49-70 [In Persian].

Nadafi, L., & Koroshnia, M. (2016). The relationship between irrational beliefs and perfectionism and academic procrastination. Journal of Mental Health Principles, Special Issue of the 3rd International Conference on Psychology and Educational Sciences, 512-506 [In Persian].

 Narimani, M., Mohammadi, G., Almasi Rad, N., & Mohammadi, J. (2017). The role of moral intelligence and risk perception in predicting students’ academic burnout and procrastination, Journal of school psychology, 6(2), 124-145 [In Persian].

Nikbakht, E. Abdkhani, S. Hasanabadi, H. (2013). The effectiveness of group reality therapy on increasing academic motivation and reducing students' academic procrastination, Journal of Clinical Psychology Research and Counseling, 3(2), 81-84. [In Persian].

Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of preservice teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.

Paulitzki, J. R. (2010). Procrastination as self-regulatory failure: Habitual avoidance andinhibitory control moderate the intention-behaviour relation for unpleasant tasks. Unpublished doctoral dissertation, University of Waterloo, Canada.

Pourabdol, S., N Sobhi –Gharamaleki, N., & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder, Journal of Learning Disabilities, 4(3), 121-127 [In Persian].

Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344-357.

Rabinovici, G. D., Stephens, M. L., & Possin, K. L. (2015). Executive Dysfunction. Continuum : Lifelong Learning in Neurology, Behavioral Neurology and Neuropsychiatry, 21(3), 646–659.

Ramezanzadeh, F., Moradi, A., & Mohammadkhani, S. (2014). Effectiveness training emotion regulation skills in executive function and emotion regulation strategies of adolescents at risk. JCP; 2(2), 37-45.

Rebetez, M. M. L., Rochat, L., & Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personalityand Individual Differences, 76, 1–6.

Rebetez, M. M. L., Rochat, L., Barsics, C., & Van der Linden, M. (2016). Procrastination as a self-regulation failure: The role of inhibition, negative affect, and gender. Personality and Individual Differences, 101, 435-439.

Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1-14.

Salehi. A. (2011). Comparison of the effectiveness of teaching emotion regulation strategies based on Gross model and dialectical behavior therapy in reducing the symptoms of emotional problems of Isfahan University students. PhD thesis, University of Isfahan [In Persian].

Schmeichel, B. J., & Tang, D. (2015). Individual Differences in Executive Functioning and Their Relationship to Emotional Processes and Responses. Current Directions in Psychological Science, 24(2), 93–98.

Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017).Examining the relations between executive function, math, and literacy duringthe transition to kindergarten: A multi-analytic approach. Journal ofEducational Psychology, 109(8), 1120–1140.

     http://dx.doi.org/10.1037/ edu0000193

Seif. A. (2017). Modern Educational Psychology, Tehran: Doran [In Persian].

Sheykholeslami, A. (2016). The Prediction of Academic Procrastination based on Cognitive Strategies, Metacognitive Strategies and Test Anxiety in University Students, Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 81-101[In Persian].

Sheykholeslami, A., Dortaj, F., Delavar, A., & Ebrahimi Ghavam, S. (2014). The effect of mindfulness-based stress reduction program training on students' procrastination, Journal of Educational Psychology, 34(10), 93-109 [In Persian].

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94.

Tabibi, Z. (2013). Investigating the relationship between executive actions and academic procrastination in students with learning disabilities in Kerman, M.Sc. Thesis, Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology [In Persian].

Urasche, A., Blair, C., Stifter, C., & Voegtline, K. (2013). Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood. Developmental Psychology, 49(1), 127-137.

Vaughan-Johnston, TI. Jackowich, RA.,  Hudson CC.,  DeFrance K., Hollenstein, T., & Jacobson J. A. (2020). The role of individual differences in emotion regulation efficacy, Journal of Research in Personality, 84, 103904

Vitiello, V. E., & Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9. Available at: www.elsevier.com/locate/jrp

Wante, L., Mezulis, A., Van Beveren, M.-L., & Braet, C. (2017). The mediating effect of adaptive and maladaptive emotion regulation strategies on executive functioning impairment and depressive symptoms among adolescents. Child Neuropsychology, 23(8), 935-953.

Wohl, M. J. A., Pychyl, T. A., & Bennett, S. H. (2010). I forgive myself, now I can study: How self-forgiveness for procrastinating can reduce future procrastination. Personality andIndividual Differences, 48(7), 803–808.

Wypych, M., Matuszewski, J., & Dragan, W. Ł. (2018). Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison between Students and Non-students. Frontiers in psychology, 9(5), 1-10.

Yong, F.  L. (2010).  A  Study  on  the  Assertiveness  and  Academic  Procrastination  of English and  Communication  Students at a Private University.  American Journal of Scientific Research, 12, 62-72. Euro Journals Publishing, Inc. 2010http://www.eurojournals.com/ajsr.htm

Anderson, Kirsten, L., Weimer, M., & Fuhs, M. W. (2020). QuarterlyTeacher fidelity to Conscious Discipline and children’s executivefunction skill, Early Childhood Research Quarterly, 51(2), 14–25

Ashrafi hafez, A., soltani, E., taghavi, M., & gharlipour, Z. (2014). The comparison between executive functions of patients with type 2 diabetes and normal subjects. Scientific Journal of Ilam University of Medical Sciences; 22(3), 109-116 [In Persian].

Azimi, M., & Tohidlii, F. (2017). The effect of emotion regulation training on executive functions and self-restraint of people with substance abuse. Contemporary Psychology, 12 (Proceedings of the Sixth Congress of the Iranian Psychological Association) [In Persian].

Batres, M. (2018). University Students’ Cognitive Strategies, Emotions, Procrastination, and Motivation for Learning. Undergraduate Honors Teses. 81.

Bell, M. A., & Wolfe, C. D. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65(1), 3-13.

Bell, M. A., & Wolfe, C. D. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65(1), 3-13.

Berking, M., Wupperman, P., Reichardt, A., Pejic, T., Dippel, A., & Znoj, H. (2008). Emotion-regulation skills as a treatment target in psychotherapy. Behaviour Research and Therapy, 46(11), 1230-1237.

Blakemore, S. J. & Mills, K.L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual review of psychology, 65(1), 187-207.

Boden, M.T., Westermann, S., McRae, K., Kuo, J., Alvarez, J., Kulkarni, M.R., Gross, J.L. & et al. (2013). Emotion regulati Journal of Social and Clinical Psychology on and posttraumatic stress disorder: a prospective investigation. Journal of Social and Clinical Psychology, 32(3), 296-314.

Borhani, A., Moradi, A. R., Akbari, M., & Mirani, R. (2017). The Effectiveness of Process Emotion Regulation Strategies in Improvement on Executive Functions and Quality of Life in Recovered Addictions in Drop in Centers, Journal of Cognitive Psychology, 5(2), 23-34 [In Persian].

Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., JoséGómez-Romero, M., & Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students, Enfermería Clínica (English Edition), Available online 25 February 2020: https://doi.org/10.1016/j.enfcle.2019.07.013

Ciuluvica, C., Mitrofan, N., & Grilli, A. (2013). Aspects of emotion regulation difficulties and cognitive deficit in executive functions related of ADHD symptomatology in children. Journal procedia-social and behavioral sciences, 78(2013), 390-394.

Cromheeke, S., & Mueller, S. C. (2014). Probing emotional influences on cognitive control: an ALE metaanalysis of cognition emotion interactions. Brain Structure and Function, 219(3), 995-1008.

Crouch, J. L., McKay, E. R., Lelakowska, G., Hiraoka, R., Rutledge, E., Bridgett, D. J., & Milner, J. S. (2018). Do emotion regulation difficulties explain the association between executive functions and child physical abuse risk? Child Abuse & Neglect, 80, 99-107.

DeLeon, G. (2009). The therapeutic community: Theory model and method. New York: Springer.

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.

Dumontheil, I. (2014). Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex. Developmental cognitive neuroscience, 10, 57-76.

Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., & Berking, M. (2016). Overcome procrastination: Enhancing emotion regulation skills reduce procrastination. Learning and Individual Differences, 52, 10-18.

Eisenbeck, N.,  Carreno, D. F. &  Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility, Journal of Contextual Behavioral Science, 13, 103-108

Espinosa, A., Ruglass, L. M., Dambreville, N., Shevorykin, A., Nicholson, R., & Sykes, K. M. (2017). Correlates of child abuse potential among African American and latina mothers: A developmental-ecological perspective. Child Abuse & Neglect, 70, 222-230.

Falatooni, S., Pirkhaefi, A., & Dodangi N. (2016). Comparing Executive Cognitive Functions of Brain in Two Groups of ADHD Children with and Without Anxiety. Iranian Journal of PSYCHOLOGY CLINICAL AND PSYCHIATRY. 22(3), 200-211 [In Persian].

Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associationsbetween executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698–1709.

     Fuster, M. J. (2013). Cognitive functions of the prefrontal cortex. Stuss DT. Knight RT. Principles of frontal function. Oxford university press, New York, 11-22.

Gall, DM. Borg, W., & Gau, J. (2012). Educational research: an introduction, Translated by Ahmad Reza Nasr et al. Tehran: Samt Publications [In Persian].

Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13(3), 359.

Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188.

Gyurak, A., Goodkind, M. S., Kramer, J. H., Miller, B. L., & Levenson, R. W. (2012). Executive functions and the down-regulation and up-regulation of emotion. Cognition and Emotion, 26(1), 103-118.

Hallahan, D. P., & Kuffman, J. M. (2009). Exceptional learners. Introduction to special education. 9th ed. Allyn and Bacon.

Herwig, U.,  Lutz, J., Scherpiet, S., Scheerer,  H.,   Kohlberg, J., Opialla,  S.,  Preuss  A,  Steiger V.R,  Sulzer J,   Weidt S,  Stämpfli P, Rufer M, Seifritz E,  JänckeL, &  Brühl, A. B.  (2019). Training emotion regulation through real-time fMRI neurofeedback of amygdala activity, NeuroImage, 184, 687-696

Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia - Social and Behavioral Sciences, 5, 1897-1904.

Jermann, F., Van der Linden, M., d'Acremont, M., & Zermatten, A. (2006). Cognitive Emotion Regulation Questionnaire (CERQ): Confirmatory factor analysis and psychometric properties of the French translation. European Journal of Psychological Assessment, 22(2), 126-131.

Khosrotash, P., Abolmaalialhoseini, Kh, & Hashemian, K. (2017). Comparing the effectiveness of executive function training and socio-emotional education on improving performance. Continuous attention in students with mathematical disorders, Quarterly of Psychology of Exceptional Individuals, 7(27), 79-113 [In Persian].

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences. 82, 26-33

Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23, 4–41.

Lantrip, C., Isquith, P. K., Koven, N. S., Welsh, K., & Roth, R. M. (2016). Executive Function and Emotion Regulation Strategy Use in Adolescents. Applied Neuropsychology: Child, 5(1), 50-55.

Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment. 5th Ed. New York: Oxford University Press.

Mahmodi, M. (2017). Developing and determining the effectiveness of the emotion regulation strategies training program on the executive functions and solving the social problem of children with learning disabilities. M. A. Thesis, Allameh Tabatabai University. [In Persian].

Mahmoudzadeh R, Mohammadkhani S. (2016). Perfectionism and Academic Procrastination: The mediating role of rumination. CPAP; 14(1), 125-134 [In Persian].

Marceau, E. M., Kelly, P. J., & Solowij, N. (2018). The relationship between executive functions and emotion regulation in females attending therapeutic community treatment for substance use disorder. Drug and Alcohol Dependence, 182, 58-66.

Mohammad Setayeshi, A. (2019). Procrastination and Academic Performance: A Meta-Analysis Study, Applied Psychological Research Quarterly, 10(1), 115-133 [In Persian].

Moradim, M., Fathi, D., Gharibzadeh, R., & Faeedfar, Z. (2016). A comparison of academic burnout, academic procrastination and feelings comparison of academic burnout, academic negligence and feeling of loneliness in students with and without learning disabilities. Stud Med Sci; 27(3), 248-256 [In Persian].

Moradi, A., Hossein Jabbari, H., Miraghaee, A., & Parhone, H. (2011). Executive Functions Performance among People with AIDS/HIV, Journal of Modern Psychological Research, 6(24), 153-173 [In Persian].

Motiei, H., Heidari, M., & Sadeghi, M. (2012). Predicting academic procrastination based on self-regulatory components in first grade high school students in Tehran, Journal of Educational Psychology, 24(8), 49-70 [In Persian].

Nadafi, L., & Koroshnia, M. (2016). The relationship between irrational beliefs and perfectionism and academic procrastination. Journal of Mental Health Principles, Special Issue of the 3rd International Conference on Psychology and Educational Sciences, 512-506 [In Persian].

 Narimani, M., Mohammadi, G., Almasi Rad, N., & Mohammadi, J. (2017). The role of moral intelligence and risk perception in predicting students’ academic burnout and procrastination, Journal of school psychology, 6(2), 124-145 [In Persian].

Nikbakht, E. Abdkhani, S. Hasanabadi, H. (2013). The effectiveness of group reality therapy on increasing academic motivation and reducing students' academic procrastination, Journal of Clinical Psychology Research and Counseling, 3(2), 81-84. [In Persian].

Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of preservice teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.

Paulitzki, J. R. (2010). Procrastination as self-regulatory failure: Habitual avoidance andinhibitory control moderate the intention-behaviour relation for unpleasant tasks. Unpublished doctoral dissertation, University of Waterloo, Canada.

Pourabdol, S., N Sobhi –Gharamaleki, N., & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder, Journal of Learning Disabilities, 4(3), 121-127 [In Persian].

Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344-357.

Rabinovici, G. D., Stephens, M. L., & Possin, K. L. (2015). Executive Dysfunction. Continuum : Lifelong Learning in Neurology, Behavioral Neurology and Neuropsychiatry, 21(3), 646–659.

Ramezanzadeh, F., Moradi, A., & Mohammadkhani, S. (2014). Effectiveness training emotion regulation skills in executive function and emotion regulation strategies of adolescents at risk. JCP; 2(2), 37-45.

Rebetez, M. M. L., Rochat, L., & Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personalityand Individual Differences, 76, 1–6.

Rebetez, M. M. L., Rochat, L., Barsics, C., & Van der Linden, M. (2016). Procrastination as a self-regulation failure: The role of inhibition, negative affect, and gender. Personality and Individual Differences, 101, 435-439.

Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1-14.

Salehi. A. (2011). Comparison of the effectiveness of teaching emotion regulation strategies based on Gross model and dialectical behavior therapy in reducing the symptoms of emotional problems of Isfahan University students. PhD thesis, University of Isfahan [In Persian].

Schmeichel, B. J., & Tang, D. (2015). Individual Differences in Executive Functioning and Their Relationship to Emotional Processes and Responses. Current Directions in Psychological Science, 24(2), 93–98.

Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017).Examining the relations between executive function, math, and literacy duringthe transition to kindergarten: A multi-analytic approach. Journal ofEducational Psychology, 109(8), 1120–1140.

     http://dx.doi.org/10.1037/ edu0000193

Seif. A. (2017). Modern Educational Psychology, Tehran: Doran [In Persian].

Sheykholeslami, A. (2016). The Prediction of Academic Procrastination based on Cognitive Strategies, Metacognitive Strategies and Test Anxiety in University Students, Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 81-101[In Persian].

Sheykholeslami, A., Dortaj, F., Delavar, A., & Ebrahimi Ghavam, S. (2014). The effect of mindfulness-based stress reduction program training on students' procrastination, Journal of Educational Psychology, 34(10), 93-109 [In Persian].

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94.

Tabibi, Z. (2013). Investigating the relationship between executive actions and academic procrastination in students with learning disabilities in Kerman, M.Sc. Thesis, Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology [In Persian].

Urasche, A., Blair, C., Stifter, C., & Voegtline, K. (2013). Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood. Developmental Psychology, 49(1), 127-137.

Vaughan-Johnston, TI. Jackowich, RA.,  Hudson CC.,  DeFrance K., Hollenstein, T., & Jacobson J. A. (2020). The role of individual differences in emotion regulation efficacy, Journal of Research in Personality, 84, 103904

Vitiello, V. E., & Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9. Available at: www.elsevier.com/locate/jrp

Wante, L., Mezulis, A., Van Beveren, M.-L., & Braet, C. (2017). The mediating effect of adaptive and maladaptive emotion regulation strategies on executive functioning impairment and depressive symptoms among adolescents. Child Neuropsychology, 23(8), 935-953.

Wohl, M. J. A., Pychyl, T. A., & Bennett, S. H. (2010). I forgive myself, now I can study: How self-forgiveness for procrastinating can reduce future procrastination. Personality andIndividual Differences, 48(7), 803–808.

Wypych, M., Matuszewski, J., & Dragan, W. Ł. (2018). Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison between Students and Non-students. Frontiers in psychology, 9(5), 1-10.

Yong, F.  L. (2010).  A  Study  on  the  Assertiveness  and  Academic  Procrastination  of English and  Communication  Students at a Private University.  American Journal of Scientific Research, 12, 62-72. Euro Journals Publishing, Inc. 2010http://www.eurojournals.com/ajsr.htm