Comparing the effectiveness of successful intelligence program training and self-regulation skills training

Comparing the effectiveness of successful intelligence program training and self-regulation skills training on creative thinking, perceived competence, academic resilience, and social problem solving in adolescents with visual impairment

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20260118068606N1

Enrollment

Registered

2026-01-24

Start date

2026-02-04

Completion date

Unknown

Last updated

2026-02-02

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

Conditions

Teenagers with visual impairments. Other disorders of optic [2nd] nerve and visual pathways

Interventions

Intervention 1: first Intervention group : The successful intelligence program training in this study (consists of 10 75-minute sessions). The successful intelligence program training will use the pac

Eligibility

Sex/Gender

All

Age

12 Years to 18 Years

Inclusion criteria

Inclusion criteria: Having informed consent to participate in research No academic break

Exclusion criteria

Exclusion criteria: Presence of diagnosed psychological disorders Presence of physical disorders other than vision impairment

Design outcomes

Primary

Measure	Time frame
Creative thinking. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, creative thinking refers to the score that the subject will obtain from the Hani (2004) Creative Thinking Questionnaire.;Perception of competence. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, perceived competence refers to the score that the subject will obtain from Harter's (1985) perceived competence questionnaire.;Academic resilience. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, academic resilience refers to the score that the subject will obtain from the Samuels (2004) Academic Resilience Questionnaire.;Social problem solving. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, social problem solving refers to the score that the subject will obtain in the social problem solving questionnaire of DZurilla et al. (2002).	—

Measure

Time frame

Creative thinking. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, creative thinking refers to the score that the subject will obtain from the Hani (2004) Creative Thinking Questionnaire.;Perception of competence. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, perceived competence refers to the score that the subject will obtain from Harter's (1985) perceived competence questionnaire.;Academic resilience. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, academic resilience refers to the score that the subject will obtain from the Samuels (2004) Academic Resilience Questionnaire.;Social problem solving. Timepoint: Before intervention, after intervention, two months after intervention. Method of measurement: In the present study, social problem solving refers to the score that the subject will obtain in the social problem solving questionnaire of DZurilla et al. (2002).

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Countries

Iran (Islamic Republic of)

Contacts

Public Contactzeynab khanzadeh

Islamic Azad University

zeynab.khanzadeh@iauec.ac.ir+98 61 3441 8606

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 7, 2026