The effectiveness of teaching self-regulation skills on academic performance and social skills of students with attention deficit/hyperactivity disorder in the elementary school

The effectiveness of teaching self-regulation skills on academic performance and social skills of students with attention deficit/hyperactivity disorder in the elementary school of Aghajari city

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20230301057583N3

Enrollment

Registered

2024-05-08

Start date

2024-05-04

Completion date

Unknown

Last updated

2024-05-27

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Attention Deficit Hyperactivity Disorder.

Interventions

Intervention 1: Intervention group(experiment): For this group, self-regulation skills training sessions including six 45-minute sessions are held based on the theory of Zimmerman and Riesberg (1997).

Eligibility

Sex/Gender

All

Age

7 Years to 12 Years

Inclusion criteria

Inclusion criteria: Having attention deficit hyperactivity disorder Having an age between 7-12 years Not suffering from specific psychiatric and physical diseases and drug use

Exclusion criteria

Exclusion criteria: Being treated with other psychological treatments at the same time Absence of more than two sessions in treatment sessions Failure to cooperate in the implementation of specified tasks

Design outcomes

Primary

Measure	Time frame
Academic Performance:This variable is measured by Pham and Taylor's academic performance questionnaire. In this scale, a higher score of 120 indicates average to high academic performance. Timepoint: At the beginning of the study (before starting the intervention) and one day after the end of the intervention period. Method of measurement: Academic performance questionnaire.;Social skills: Matson's social skills questionnaire is used to measure this variable. Timepoint: The beginning of the study (before the intervention) and one day after the end of the intervention period. Method of measurement: Social skills questionnaire.	—

Measure

Time frame

Academic Performance:This variable is measured by Pham and Taylor's academic performance questionnaire. In this scale, a higher score of 120 indicates average to high academic performance. Timepoint: At the beginning of the study (before starting the intervention) and one day after the end of the intervention period. Method of measurement: Academic performance questionnaire.;Social skills: Matson's social skills questionnaire is used to measure this variable. Timepoint: The beginning of the study (before the intervention) and one day after the end of the intervention period. Method of measurement: Social skills questionnaire.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactBahareh Shekar

Office of Education

bahareh5546@gmail.com+98 939 933 5546

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026