Investigating the Structural Model of the Effect of Problem-Solving Skills on Learning Difficulties by Separating Male and Female Students with Attention Deficit Hyperactivity Disorder (ADHD) with the Mediating Role of Social Cognition
نویسندگان
1 Department of Psychology, Faculty of Education and Psychology, Islamic Azad University, Tehran, Iran
2 Instructor, Educational Sciences and Psychology, Payame Noor University,, Tehran, Iran
3 Department of Psychology, Boushehr Branch, Islamic Azad University, Boushehr.Iran
4 Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran
5 Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran.
doi
10.30483/rijm.2024.254559.1353چکیده
Background: Neurodevelopmental disorders manifest as a range of conditions during development, impacting the brain's function, structure, and growth. Objectives: resulting in cognitive deficits and challenges in adaptation for children. This study examines how problem-solving skills contribute to learning disabilities in children with attention deficit hyperactivity disorder, distinguishing between boys and girls and considering the mediating influence of social cognition.Methods: The current study employed a descriptive-correlational approach with a cross-sectional research design, utilizing structural equation modeling (SEM) and multi-group analysis techniques. The study aimed to explore male and female students with attention deficit hyperactivity disorder (ADHD) in Tehran from July to October 2023. A sample of 134 adolescents was selected using purposive sampling. The research tools included the Problem-Solving Inventory (PSI), Colorado Learning Difficulties Questionnaire (CLDQ), and Student Social Cognition Questionnaire (SHAD). The researchers performed descriptive statistics analysis with SPSS version 27 and utilized SmartPLS version 4 for path analysis and Multi-Group Analysis (MGA). The study considered a significance level of 0.05.Results: According to the research findings, Problem-solving skills had a significant negative impact on Learning Difficulties, with girls being affected more than boys. The difference between the two genders was statistically significant (p = 0.029). Further analysis revealed that Social cognition only acted as a mediator in reducing Learning Difficulties in girls. Conclusion: Based on the results of this study, it appears essential to focus on problem-solving skills to decrease learning disabilities and enhance social cognition in students diagnosed with attention deficit hyperactivity disorder.
