Abdullahi, A., Taheri, A. (2018). structural equation Modeling with the help of AMOS software, educational and practical with CD. First edition, Tehran: Jahade Daneshgahi of Tehran University. [Persian]
Adib Sereshki, N., Moradi, N., Yadegari, F., Kanani, Z. (2017). , N., Yadegari, F., Kanani, Zahed. (2017). The Effectiveness of Attention Training on the Reading Performance of Students with Dyslexia. Journal of Cognitive Psychology, 4(4), 61–70. http://jcp.khu.ac.ir/article-1-2537-en.html [Persian]
Afsharizadeh, S. E., Abdollahi, M. H., Hassanabadi, H. R., & Keramati, H. (2020). The Role of Divided Attention and Working Memory in Mathematical Reasoning with the Mediation of Mathematical Knowledge and Fluid Intelligence in Fourth Grade Elementary Students. Journal of Cognitive Psychology, 8(1), 37–52. http://jcp.khu.ac.ir/article-1-3329-en.html [Persian]
Ahromi, R., Faramarzi, S., Shushtari, M., & Aabedi, A. (2012). The Relationship between Students’ Psychological Profile in Wechsler Intelligence Test for Children--’(WISC IV) and Multiple Intelligence (MI) Based on Gardner’s Theory. Quarterly of Educational Measurement, 3(9), 43–94. https://jem.atu.ac.ir/article_5646_en.html [Persian]
Al‐Balhan, E. M. (2006). Multiple intelligence styles in relation to improved academic performance in Kuwaiti middle school reading. Digest of Middle East Studies, 15(1), 18–34. https://doi.org/10.1111/j.1949-3606.2006.tb00002.x
Almeida, L. S., Prieto, M. D., Ferreira, A. I., Bermejo, M. R., Ferrando, M., & Ferrándiz, C. (2010). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20(3), 225–230. https://doi.org/10.1016/j.lindif.2009.12.010
Anandarasu, R., & Vaiyadurai, A. (2018). Multiple intelligence profile of secondary school students in relation to their academic performance. INTERNATIONAL JOURNAL OF PEDAGOGICAL STUDIES (IJPS), 6(1). www.agmcoe.ac.in
Anzani, G., Hasanzadeh, S., Arjomandian, A. (2021). The effectiveness of cognitive- behavioral therapy program especially for adolescents with attention deficit/ hyperactivity disorder with them with teachers. Journal of Family and Health, 3(11), 117–137. https://journal.astara.ir/article_249043.html?lang=en [Persian]
Asiaee, F., Yamani, M., Mahdian, H. (2018). The Comparsion the Effectiveness of Perceptual Skills Reconstruction and Education Executive Functions (Attention, Planning, Respose Inhibition) on Working Memory, Perceptual Reasoning , and Math Performance of Students with Specific Math Learning Disorde. Journal of Cognitive Psychology, 6(3), 61–70. http://jcp.khu.ac.ir/article-1-3027-en.html [Persian]
Aspanani, A., Sadeqhi, H., & Omid, A. (2023). The relationship between visual memory and spatial intelligence with students’ academic achievement in anatomy. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-023-04327-9
Azmoudeh, Y., & Salame, I. (2023). The Effect of Musical Intelligence on Students’ Academic Achievement in Science. Journal of Academic Perspectives Volume, 1, 16. https://www.journalofacademicperspectives.com/back-issues/volume-2023/volume-2023-no-1/
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. routledge. https://doi.org/10.4324/9780203807644
Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2018). Questionnaire-based assessment of executive functioning: Psychometrics. Applied Neuropsychology: Child, 7(2), 93–109. https://doi.org/10.1080/21622965.2016.1248557
Cheng, D., Shi, K., Wang, N., Miao, X., & Zhou, X. (2021). Examining the differential role of general and specific processing speed in predicting mathematical achievement in junior high school. Journal of Intelligence, 10(1), 1. https://doi.org/10.3390/jintelligence10010001
Chytrý, V., Říčan, J., Eisenmann, P., & Medová, J. (2020). Metacognitive knowledge and mathematical intelligence—Two significant factors influencing school performance. Mathematics, 8(6), 969. https://doi.org/10.3390/math8060969
Criscuolo, A., Bonetti, L., Särkämö, T., Kliuchko, M., & Brattico, E. (2019). On the association between musical training, intelligence and executive functions in adulthood. Frontiers in Psychology, 10, 1704. https://doi.org/10.3389/fpsyg.2019.01704
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
dos Santos1, A. J., Cavalcanti, E. V., da Silva, M. J. A., da Silva Dias, J. M., dos Santos, N. P., da Silva, C. M., dos Santos, S. M., da Silva, R. P., da Silva10, B. S., & da Silva11, J. G. (2011). attention Level in Musicians that Study the Musical Score. NEUROBIOLOGIA, 74, 2. https://www.researchgate.net/publication/341440239
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(05), 315–335. https://doi.org/10.1055/s-0040-1701658
Dubuc, M.-M., Aubertin-Leheudre, M., & Karelis, A. D. (2020). Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP). Journal of Adolescence, 80, 204–213. https://doi.org/10.1016/j.adolescence.2020.03.001
Farzadi, F., Behrozy, N., Shehni Yailagh, M., Omidian, M. (2021). Investigating the psychometric caracteristics of a new scale of executive function of delays and disturbances in executive functioning and learning: Scale of exwcutive functions, attention and learning performance. Journal of Psychological Science, 96(19), 1607–1623. http://psychologicalscience.ir/article-1-854-en.html [Persian]
Fooladi, B., Narimani, M., Mousazadeh, T., & Taklavi, S. (2023). Comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the working memory of dyslexic students. Journal of Learning Disabilities, 12(4), 51–65. https://jld.uma.ac.ir/article_2304.html [Persian]
Gallen, C. L., Schaerlaeken, S., Younger, J. W., Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports, 13(1), 2673. https://doi.org/10.1038/s41598-023-29427-w
Garcia-Argibay, M., Li, L., Du Rietz, E., Zhang, L., Yao, H., Jendle, J., Ramos-Quiroga, J. A., Ribasés, M., Chang, Z., & Brikell, I. (2023). The association between type 2 diabetes and attention-deficit/hyperactivity disorder: A systematic review, meta-analysis, and population-based sibling study. Neuroscience & Biobehavioral Reviews, 105076. https://doi.org/10.1016/j.neubiorev.2023.105076
Gardner, H. (1983). Frames of mind basic books. New York.
Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235–238. https://doi.org/10.1076/chin.6.3.235.3152
Goleman, D. P. (1995). Emotional Intelligence: Why it Can Matter More than IQ for Character, Health and Lifelong Achievement Bantam Books New York USA [25] Mayer JD, Roberts RD, Barsade SG 2008 Human abilities: Emotional intelligence. Annu. Rev. Psychol, 59, 507–536.
Governor, D., Hall, J., & Jackson, D. (2013). Teaching and learning science through song: exploring the experiences of students and teachers. International Journal of Science Education, 35(18), 3117–3140. https://doi.org/10.1080/09500693.2012.690542
Hajhashem, K., & Eng, B. (2010). A Validation Study of the Persian Version of McKenzie’s Multiple Intelligences Inventory to Measure Profiles of Pre-University Students. Pertanika J. Social, Science, and Humaniora, 18(2), 355–434.
Hernandez, C. A., Prada, R., & Rincón, G. A. (2019). Multiple intelligences and academic performance in basic education students: An analysis of main components. Journal of Physics: Conference Series, 1388(1), 12047. 10.1088/1742-6596/1388/1/012047
Hood, M. R. (2018). A Phenomenological Study: How College Students With ADHD are Affected by Fragmentation and Dissassociation. Concordia University (Oregon).
Khalilpour, F., Dartaj, F., Asadzadeh, H., Sadipour, E., Sheivandi, K. (2023). Development and Validation of Cognitive - Emotional Empowerment Training Package and its Effect on Working Memory and Emotional Recognition of 6th. Grade Female Elementary School. Journal of Cognitive Psychology, 11(3), 45–59. http://jcp.khu.ac.ir/article-1-3710-en.html [Persian]
Khare, S. K., & Acharya, U. R. (2023). An explainable and interpretable model for attention deficit hyperactivity disorder in children using EEG signals. Computers in Biology and Medicine, 155, 106676. https://doi.org/10.1016/j.compbiomed.2023.106676
Kline, R B. (2011). Principles and practice for structural equation modelling (3rd Eds). New York: The Guilford Press.
Kline, Rex B. (2005). Principles and practice of structural equation modeling 2nd ed. New York: Guilford, 3.
Kosse, R. C., Bouvy, M. L., Philbert, D., De Vries, T. W., & Koster, E. S. (2017). Attention-deficit/hyperactivity disorder medication use in adolescents: the patient’s perspective. Journal of Adolescent Health, 61(5), 619–625. https://doi.org/10.1016/j.jadohealth.2017.05.027
Krueger, F., Barbey, A. K., McCabe, K., Strenziok, M., Zamboni, G., Solomon, J., Raymont, V., & Grafman, J. (2009). The neural bases of key competencies of emotional intelligence. Proceedings of the National Academy of Sciences, 106(52), 22486–22491. https://doi.org/10.1073/pnas.0912568106
Kwaslema, P., & Onyango, D. (2021). Effectiveness of the strategic planning and academic performance among the public secondary schools in Babati district, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 2(1), 82–86. http://10.0.182.14/eajess2021v02i01.0069
Leather, C. V, & Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58(1), 88–111. https://doi.org/10.1006/jecp.1994.1027
Levy, J. D., Kronenberger, W. G., & Dunn, D. W. (2017). Development of a very brief measure of ADHD: The CHAOS scale. Journal of Attention Disorders, 21(7), 575–586. https://doi.org/10.1177/108705471349779
Lichtenberger, E. O. (2012). Essentials of WAIS-IV assessment (Vol. 22). John Wiley & Sons.
Lin, B., Liew, J., & Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1–8. https://doi.org/10.1016/j.ecresq.2018.10.004
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150. https://psycnet.apa.org/buy/2019-74947-001
MacLeod, C. (2018). Current Range of Treatments and Therapies in Children and Adolescents Diagnosed With ADHD; A Systematic Review of the Literature. http://hdl.handle.net/20.500.13013/656
McKenzie, W. (1999). Multiple intelligences survey. https://surfaquarium.com/MI/inventory.htm
Menezes, E. A., Guerra-Ribas, R. M., Siebra, G. B. A., Andrade, P., Almeida, C., Martins, H. A. L., Amorim, G. G., & Ribas, V. R. (2009). Parents’ children with high school present a high level of attention. Neurobiologia, 72(3), 93–99. https://www.researchgate.net/publication/341443231
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., & Ross, S. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Morais, B. S. de, Carneiro, F. S., Araújo, R. de M., Araújo, G. F., & Oliveira, R. B. de. (2009). Mielinólise pontina central após transplante hepático: o sódio é o único vilão? Relato de caso. Revista Brasileira de Anestesiologia, 59, 344–349. https://doi.org/10.1590/S0034-70942009000300010
Mujiono, M., Nakhrowi, N., & Fatimah, S. (2019). The effect of verbal-linguistic intelligence and emotional intelligence on academic achievement of Indonesian EFL learners. International Journal of Learning, Teaching and Educational Research, 18(12), 350–365. https://www.ijlter.org/index.php/ijlter/article/view/1795
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3).
Osaka, M., Yaoi, K., Minamoto, T., & Osaka, N. (2013). When do negative and positive emotions modulate working memory performance? Scientific Reports, 3(1), 1375. https://doi.org/10.1038/srep01375
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, & Coping, 21(4), 417–430. https://doi.org/10.1080/10615800701847823
Pratama, R., Handoko, A., & Anwar, C. (2020). Association of physical body-kinesthetic (Multiple Intelligences) mobility with learning results biology in SMA negeri 2 bandar lampung. Journal of Physics: Conference Series, 1521(4), 42001. https://doi.org/10.1088/1742-6596/1521/4/042001
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2).
Razmjoo, S. A., Sahragard, R., & Sadri, M. (2009). On the relationship between multiple intelligences, vocabulary learning knowledge and vocabulary learning strategies among the Iranian EFL learners. The Iranian EFL Journal Quarterly, 3, 82–110.
Reisi sargdar, M., mahmodi zadeh, A., jacpehenshaii afshar, Z. (2016). Investigating the effect of students’ verbal and spatial intelligence on learning mathematics. The Second National Conference of Psychology and Educational Sciences,Shiraz. https://civilica.com/doc/624013 [Persian]
Rimbatmojo, S., Kusmayadi, T. A., & Riyadi, R. (2017). Metacognition difficulty of students with visual-spatial intelligence during solving open-ended problem. Journal of Physics: Conference Series, 895(1), 12034. https://doi.org/10.1088/1742-6596/895/1/012034
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004
Rumsey, R., & Anderson, A. (2002). Channeling Energy Using Bodily-kinesthetic Intelligence: Helping Children with ADHD. Physical & Health Education Journal, 68(3).
Schmeichel, B. J., & Baumeister, R. F. (2010). Effortful attention control. https://doi.org/10.7551/mitpress/8602.003.0002
Shirovi, E., Sh, M., & Moradi, A. (2020). Modeling the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition) in adolescents: the mediating role of emotional intelligence. Journal of Cognitive Psychology, 11(1), 0. http://jcp.khu.ac.ir/article-1-3651-en.html%0A [Persian]
Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14–18. https://doi.org/10.1016/j.lindif.2009.10.009
Suprapto, P. K., Bin Ahmad, M. Z., Chaidir, D. M., Ardiansyah, R., & Diella, D. (2018). Spatial intelligence and studentsâ€TM achievement to support creativity on visuospatial-based learning. Jurnal Pendidikan IPA Indonesia, 7(2), 224–231. https://doi.org/10.15294/jpii.v7i2.14322
Syed Mohammadi, Y. (2014). Diagnostic and statistical manual of mental disorders (DSM5), American Psychiatric Association. Third edition,Tehran, Ravan publishing. [Persian]
Terrell, A. E. (n.d.). Processing speed as measured by the WISC-IV: Age and gender differences in performance and relations with achievement.
Vaughan, R. S., Hagyard, J. D., Brimmell, J., & Edwards, E. J. (2021). The effect of trait emotional intelligence on working memory across athletic expertise. Journal of Sports Sciences, 39(6), 629–637. https://doi.org/10.1080/02640414.2020.1840039
Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185–204. Abdullahi, A., Taheri, A. (2018). structural equation Modeling with the help of AMOS software, educational and practical with CD. First edition, Tehran: Jahade Daneshgahi of Tehran University. [Persian]
Adib Sereshki, N., Moradi, N., Yadegari, F., Kanani, Z. (2017). , N., Yadegari, F., Kanani, Zahed. (2017). The Effectiveness of Attention Training on the Reading Performance of Students with Dyslexia. Journal of Cognitive Psychology, 4(4), 61–70. http://jcp.khu.ac.ir/article-1-2537-en.html [Persian]
Afsharizadeh, S. E., Abdollahi, M. H., Hassanabadi, H. R., & Keramati, H. (2020). The Role of Divided Attention and Working Memory in Mathematical Reasoning with the Mediation of Mathematical Knowledge and Fluid Intelligence in Fourth Grade Elementary Students. Journal of Cognitive Psychology, 8(1), 37–52. http://jcp.khu.ac.ir/article-1-3329-en.html [Persian]
Ahromi, R., Faramarzi, S., Shushtari, M., & Aabedi, A. (2012). The Relationship between Students’ Psychological Profile in Wechsler Intelligence Test for Children--’(WISC IV) and Multiple Intelligence (MI) Based on Gardner’s Theory. Quarterly of Educational Measurement, 3(9), 43–94. https://jem.atu.ac.ir/article_5646_en.html [Persian]
Al‐Balhan, E. M. (2006). Multiple intelligence styles in relation to improved academic performance in Kuwaiti middle school reading. Digest of Middle East Studies, 15(1), 18–34. https://doi.org/10.1111/j.1949-3606.2006.tb00002.x
Almeida, L. S., Prieto, M. D., Ferreira, A. I., Bermejo, M. R., Ferrando, M., & Ferrándiz, C. (2010). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20(3), 225–230. https://doi.org/10.1016/j.lindif.2009.12.010
Anandarasu, R., & Vaiyadurai, A. (2018). Multiple intelligence profile of secondary school students in relation to their academic performance. INTERNATIONAL JOURNAL OF PEDAGOGICAL STUDIES (IJPS), 6(1). www.agmcoe.ac.in
Anzani, G., Hasanzadeh, S., Arjomandian, A. (2021). The effectiveness of cognitive- behavioral therapy program especially for adolescents with attention deficit/ hyperactivity disorder with them with teachers. Journal of Family and Health, 3(11), 117–137. https://journal.astara.ir/article_249043.html?lang=en [Persian]
Asiaee, F., Yamani, M., Mahdian, H. (2018). The Comparsion the Effectiveness of Perceptual Skills Reconstruction and Education Executive Functions (Attention, Planning, Respose Inhibition) on Working Memory, Perceptual Reasoning , and Math Performance of Students with Specific Math Learning Disorde. Journal of Cognitive Psychology, 6(3), 61–70. http://jcp.khu.ac.ir/article-1-3027-en.html [Persian]
Aspanani, A., Sadeqhi, H., & Omid, A. (2023). The relationship between visual memory and spatial intelligence with students’ academic achievement in anatomy. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-023-04327-9
Azmoudeh, Y., & Salame, I. (2023). The Effect of Musical Intelligence on Students’ Academic Achievement in Science. Journal of Academic Perspectives Volume, 1, 16. https://www.journalofacademicperspectives.com/back-issues/volume-2023/volume-2023-no-1/
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. routledge. https://doi.org/10.4324/9780203807644
Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2018). Questionnaire-based assessment of executive functioning: Psychometrics. Applied Neuropsychology: Child, 7(2), 93–109. https://doi.org/10.1080/21622965.2016.1248557
Cheng, D., Shi, K., Wang, N., Miao, X., & Zhou, X. (2021). Examining the differential role of general and specific processing speed in predicting mathematical achievement in junior high school. Journal of Intelligence, 10(1), 1. https://doi.org/10.3390/jintelligence10010001
Chytrý, V., Říčan, J., Eisenmann, P., & Medová, J. (2020). Metacognitive knowledge and mathematical intelligence—Two significant factors influencing school performance. Mathematics, 8(6), 969. https://doi.org/10.3390/math8060969
Criscuolo, A., Bonetti, L., Särkämö, T., Kliuchko, M., & Brattico, E. (2019). On the association between musical training, intelligence and executive functions in adulthood. Frontiers in Psychology, 10, 1704. https://doi.org/10.3389/fpsyg.2019.01704
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
dos Santos1, A. J., Cavalcanti, E. V., da Silva, M. J. A., da Silva Dias, J. M., dos Santos, N. P., da Silva, C. M., dos Santos, S. M., da Silva, R. P., da Silva10, B. S., & da Silva11, J. G. (2011). attention Level in Musicians that Study the Musical Score. NEUROBIOLOGIA, 74, 2. https://www.researchgate.net/publication/341440239
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(05), 315–335. https://doi.org/10.1055/s-0040-1701658
Dubuc, M.-M., Aubertin-Leheudre, M., & Karelis, A. D. (2020). Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP). Journal of Adolescence, 80, 204–213. https://doi.org/10.1016/j.adolescence.2020.03.001
Farzadi, F., Behrozy, N., Shehni Yailagh, M., Omidian, M. (2021). Investigating the psychometric caracteristics of a new scale of executive function of delays and disturbances in executive functioning and learning: Scale of exwcutive functions, attention and learning performance. Journal of Psychological Science, 96(19), 1607–1623. http://psychologicalscience.ir/article-1-854-en.html [Persian]
Fooladi, B., Narimani, M., Mousazadeh, T., & Taklavi, S. (2023). Comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the working memory of dyslexic students. Journal of Learning Disabilities, 12(4), 51–65. https://jld.uma.ac.ir/article_2304.html [Persian]
Gallen, C. L., Schaerlaeken, S., Younger, J. W., Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports, 13(1), 2673. https://doi.org/10.1038/s41598-023-29427-w
Garcia-Argibay, M., Li, L., Du Rietz, E., Zhang, L., Yao, H., Jendle, J., Ramos-Quiroga, J. A., Ribasés, M., Chang, Z., & Brikell, I. (2023). The association between type 2 diabetes and attention-deficit/hyperactivity disorder: A systematic review, meta-analysis, and population-based sibling study. Neuroscience & Biobehavioral Reviews, 105076. https://doi.org/10.1016/j.neubiorev.2023.105076
Gardner, H. (1983). Frames of mind basic books. New York.
Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235–238. https://doi.org/10.1076/chin.6.3.235.3152
Goleman, D. P. (1995). Emotional Intelligence: Why it Can Matter More than IQ for Character, Health and Lifelong Achievement Bantam Books New York USA [25] Mayer JD, Roberts RD, Barsade SG 2008 Human abilities: Emotional intelligence. Annu. Rev. Psychol, 59, 507–536.
Governor, D., Hall, J., & Jackson, D. (2013). Teaching and learning science through song: exploring the experiences of students and teachers. International Journal of Science Education, 35(18), 3117–3140. https://doi.org/10.1080/09500693.2012.690542
Hajhashem, K., & Eng, B. (2010). A Validation Study of the Persian Version of McKenzie’s Multiple Intelligences Inventory to Measure Profiles of Pre-University Students. Pertanika J. Social, Science, and Humaniora, 18(2), 355–434.
Hernandez, C. A., Prada, R., & Rincón, G. A. (2019). Multiple intelligences and academic performance in basic education students: An analysis of main components. Journal of Physics: Conference Series, 1388(1), 12047. 10.1088/1742-6596/1388/1/012047
Hood, M. R. (2018). A Phenomenological Study: How College Students With ADHD are Affected by Fragmentation and Dissassociation. Concordia University (Oregon).
Khalilpour, F., Dartaj, F., Asadzadeh, H., Sadipour, E., Sheivandi, K. (2023). Development and Validation of Cognitive - Emotional Empowerment Training Package and its Effect on Working Memory and Emotional Recognition of 6th. Grade Female Elementary School. Journal of Cognitive Psychology, 11(3), 45–59. http://jcp.khu.ac.ir/article-1-3710-en.html [Persian]
Khare, S. K., & Acharya, U. R. (2023). An explainable and interpretable model for attention deficit hyperactivity disorder in children using EEG signals. Computers in Biology and Medicine, 155, 106676. https://doi.org/10.1016/j.compbiomed.2023.106676
Kline, R B. (2011). Principles and practice for structural equation modelling (3rd Eds). New York: The Guilford Press.
Kline, Rex B. (2005). Principles and practice of structural equation modeling 2nd ed. New York: Guilford, 3.
Kosse, R. C., Bouvy, M. L., Philbert, D., De Vries, T. W., & Koster, E. S. (2017). Attention-deficit/hyperactivity disorder medication use in adolescents: the patient’s perspective. Journal of Adolescent Health, 61(5), 619–625. https://doi.org/10.1016/j.jadohealth.2017.05.027
Krueger, F., Barbey, A. K., McCabe, K., Strenziok, M., Zamboni, G., Solomon, J., Raymont, V., & Grafman, J. (2009). The neural bases of key competencies of emotional intelligence. Proceedings of the National Academy of Sciences, 106(52), 22486–22491. https://doi.org/10.1073/pnas.0912568106
Kwaslema, P., & Onyango, D. (2021). Effectiveness of the strategic planning and academic performance among the public secondary schools in Babati district, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 2(1), 82–86. http://10.0.182.14/eajess2021v02i01.0069
Leather, C. V, & Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58(1), 88–111. https://doi.org/10.1006/jecp.1994.1027
Levy, J. D., Kronenberger, W. G., & Dunn, D. W. (2017). Development of a very brief measure of ADHD: The CHAOS scale. Journal of Attention Disorders, 21(7), 575–586. https://doi.org/10.1177/108705471349779
Lichtenberger, E. O. (2012). Essentials of WAIS-IV assessment (Vol. 22). John Wiley & Sons.
Lin, B., Liew, J., & Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1–8. https://doi.org/10.1016/j.ecresq.2018.10.004
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150. https://psycnet.apa.org/buy/2019-74947-001
MacLeod, C. (2018). Current Range of Treatments and Therapies in Children and Adolescents Diagnosed With ADHD; A Systematic Review of the Literature. http://hdl.handle.net/20.500.13013/656
McKenzie, W. (1999). Multiple intelligences survey. https://surfaquarium.com/MI/inventory.htm
Menezes, E. A., Guerra-Ribas, R. M., Siebra, G. B. A., Andrade, P., Almeida, C., Martins, H. A. L., Amorim, G. G., & Ribas, V. R. (2009). Parents’ children with high school present a high level of attention. Neurobiologia, 72(3), 93–99. https://www.researchgate.net/publication/341443231
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., & Ross, S. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Morais, B. S. de, Carneiro, F. S., Araújo, R. de M., Araújo, G. F., & Oliveira, R. B. de. (2009). Mielinólise pontina central após transplante hepático: o sódio é o único vilão? Relato de caso. Revista Brasileira de Anestesiologia, 59, 344–349. https://doi.org/10.1590/S0034-70942009000300010
Mujiono, M., Nakhrowi, N., & Fatimah, S. (2019). The effect of verbal-linguistic intelligence and emotional intelligence on academic achievement of Indonesian EFL learners. International Journal of Learning, Teaching and Educational Research, 18(12), 350–365. https://www.ijlter.org/index.php/ijlter/article/view/1795
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3).
Osaka, M., Yaoi, K., Minamoto, T., & Osaka, N. (2013). When do negative and positive emotions modulate working memory performance? Scientific Reports, 3(1), 1375. https://doi.org/10.1038/srep01375
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, & Coping, 21(4), 417–430. https://doi.org/10.1080/10615800701847823
Pratama, R., Handoko, A., & Anwar, C. (2020). Association of physical body-kinesthetic (Multiple Intelligences) mobility with learning results biology in SMA negeri 2 bandar lampung. Journal of Physics: Conference Series, 1521(4), 42001. https://doi.org/10.1088/1742-6596/1521/4/042001
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2).
Razmjoo, S. A., Sahragard, R., & Sadri, M. (2009). On the relationship between multiple intelligences, vocabulary learning knowledge and vocabulary learning strategies among the Iranian EFL learners. The Iranian EFL Journal Quarterly, 3, 82–110.
Reisi sargdar, M., mahmodi zadeh, A., jacpehenshaii afshar, Z. (2016). Investigating the effect of students’ verbal and spatial intelligence on learning mathematics. The Second National Conference of Psychology and Educational Sciences,Shiraz. https://civilica.com/doc/624013 [Persian]
Rimbatmojo, S., Kusmayadi, T. A., & Riyadi, R. (2017). Metacognition difficulty of students with visual-spatial intelligence during solving open-ended problem. Journal of Physics: Conference Series, 895(1), 12034. https://doi.org/10.1088/1742-6596/895/1/012034
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004
Rumsey, R., & Anderson, A. (2002). Channeling Energy Using Bodily-kinesthetic Intelligence: Helping Children with ADHD. Physical & Health Education Journal, 68(3).
Schmeichel, B. J., & Baumeister, R. F. (2010). Effortful attention control. https://doi.org/10.7551/mitpress/8602.003.0002
Shirovi, E., Sh, M., & Moradi, A. (2020). Modeling the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition) in adolescents: the mediating role of emotional intelligence. Journal of Cognitive Psychology, 11(1), 0. http://jcp.khu.ac.ir/article-1-3651-en.html%0A [Persian]
Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14–18. https://doi.org/10.1016/j.lindif.2009.10.009
Suprapto, P. K., Bin Ahmad, M. Z., Chaidir, D. M., Ardiansyah, R., & Diella, D. (2018). Spatial intelligence and studentsâ€TM achievement to support creativity on visuospatial-based learning. Jurnal Pendidikan IPA Indonesia, 7(2), 224–231. https://doi.org/10.15294/jpii.v7i2.14322
Syed Mohammadi, Y. (2014). Diagnostic and statistical manual of mental disorders (DSM5), American Psychiatric Association. Third edition,Tehran, Ravan publishing. [Persian]
Terrell, A. E. (n.d.). Processing speed as measured by the WISC-IV: Age and gender differences in performance and relations with achievement.
Vaughan, R. S., Hagyard, J. D., Brimmell, J., & Edwards, E. J. (2021). The effect of trait emotional intelligence on working memory across athletic expertise. Journal of Sports Sciences, 39(6), 629–637. https://doi.org/10.1080/02640414.2020.1840039
Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185–204. https://doi.org/10.1080/03634523.2012.672755
Wu, N., Chen, Y., Yang, J., & Li, F. (2017). Childhood obesity and academic performance: the role of working memory. Frontiers in Psychology, 8, 611. https://doi.org/10.3389/fpsyg.2017.00611%0A
Yua, T., & Lib, X. (2021). Creating and Testing of Multiple Intelligences Scale for College Students. 2021 International Conference Education and Management (ICEM2021).
Yurt, E., & Polat, S. (2015). The effectiveness of multiple intelligence applications on academic achievement: A meta-analysis. Journal of Social Studies Education Research, 6(1).
Zhao, Y. (2017). What works may hurt: Side effects in education. Journal of Educational Change, 18(1), 1–19.
Cognitive Psychology
