Structural model of executive functions in predicting the performance of students with learning disabilities learning

Subject Areas : Educational Science

hadi taghizadeh ¹ (phd)
amanoll soltani ² (استادیار دکترای تخصصی روانشناسی تربیتی دانشگاه آزاد اسلامی واحد کرمان)
hamdolla manzari ³ (استادیار دانشگاه آزاد اسلامی واحد کرمان)
zahra zaynodiny ⁴ (Associate Professor Islamic Azad University of Kerman)

Received: 2017-06-03 Accepted : 2020-09-18 Published : 2020-11-21

Keywords: continuous operation, Keywords: Switching, response inhibition, update, organize Planning,

Abstract :

Abstractcause:The aim of the study was to investigate the role of executive functions (transfer, retention, update, continuous operation and Planning Organization) in predicting the performance of students with learning disabilities were learning. Methods: For this study, 116 primary school students with learning disabilities were selected by random sampling. Measuring instruments used in this study include: WCST, Stroop complex task, Tower of London, working memory test and CPT. To be independent variables predicting academic performance through research and variance explanation of academic performance LISREL structural equation modeling was used. Results: The results showed that among the executive functions, variable response inhibition and working memory more contributions in predicting academic performance of students with learning disabilities in reading, writing and math are. Conclusion: executive functions response inhibition, working memory as a cognitive activity in learning reading, writing and mathematics is essential. Thus, according to the capacity of working memory and response inhibition learners efficient process design and provide training and educational materials that the ultimate goal of all of them create, expand or facilitate learning, provide positive effects.