The Effect of Mook-Based Education on Academic Achievement and Working Memory Performance of Students with Coping Disobedience Disorder

Document Type : Research Paper

Authors

1 1. Associate Professor, Department of Educational Sciences, Dr. Shariati Campus, Sari, Farhangian University ,Mazandaran, Iran

2 M.Sc., Educational Technology, Chabahar International University, Sistan and Baluchestan, Iran

Abstract

this study was to evaluate the effectiveness of Mook-based education on academic motivation and working memory performance of students with coping disobedience disorder. The method of this research is quasi experimental with pre-test and post-test design with two groups of control and experimental. The statistical population of the study included all primary school children with coping disobedience disorder who were trained in student centers with coping disobedience disorder under the supervision of the Education Organization. The available non-random sampling method was used to select the sample. Finally, using random sampling method, 30 students with coping disobedience disorder were selected. The research instruments included the Counter Disobedience Disorder Rating Scale, Frederick, and Paris (2004) and WMQ Scale Questionnaires. The analysis and minor corrections were finally confirmed and the reliability of the questionnaires was 0.75, 0.71 and 0.73 using Cronbach's alpha, respectively. Results: Findings showed that Mook-based education has a significant effect on the components of academic motivation (behavioral, emotional and cognitive) and functional memory function (short-term storage, attention and executive dimensions of working memory) of students with defiant disobedience disorder. Therefore, it can be concluded that Mook-based education increases academic motivation and improves students' working memory performance with coping disobedience disorder.

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