اثربخشی بازتوانی شناختی رایانه ‎یار در ملال تحصیلی دانش ‎آموزان با اختلال نارسایی توجه فزون‎ کنشی

American psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5^th ed.). Washington DC: American psychiatric Association.

Arjmandnia, A. A., Sharifi, A., & Rostami, R. (2014). The effectiveness of computerized cognitive training on the performance of visual-spatial working memory of students with mathematical problems. Journal of Learning Disabilities, 3(4), 6-24. doi: 93-3-4-1

Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of clinical child and adolescent psychology, 39(6), 825-836. doi: 10.1080/15374416.2010.517162

Bikic, A., Leckman, J. F., Lindschou, J., Christensen, T. Ø., & Dalsgaard, S. (2015). Cognitive computer training in children with attention deficit hyperactivity disorder (ADHD) versus no intervention: study protocol for a randomized controlled trial. Trials, 16, 480-492. doi: 10.1186/s13063-015-0975-8

Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A.,... Ramon, M. (2014). A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: a replication in a diverse sample using a control condition. Journal of child psychology and psychiatry, and allied disciplines, 55(3), 247-255. doi: 10.1111/jcpp.12146

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W.,... Sonuga-Barke, E. J. (2015). Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. J Am Acad Child Adolesc Psychiatry, 54(3), 164-174. doi: 10.1016/j.jaac.2014.12.010

Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The Unengaged Mind: Defining Boredom in Terms of Attention. Perspectives on Psychological Science, 7(5), 482-495.

Farsinejad, M., Karami, A., & Asadzadeh, H. (2019). The Effectiveness of Cognitive-Behavioral Therapy on Academic Dysphoria and Test Anxiety in High School Girl Students. Journal of Instruction and Evaluation, 11(44), 119-143.

Finkielsztein, M. (2020). Class-related academic boredom among university students: a qualitative research on boredom coping strategies. Journal of Further and Higher Education, 44(8), 1098-1113. doi: 10.1080/0309877X.2019.1658729

Freedman, J. E., & Honkasilta, J. M. (2017). Dictating the boundaries of ab/normality: a critical discourse analysis of the diagnostic criteria for attention deficit hyperactivity disorder and hyperkinetic disorder. Disability & Society, 32(4), 565-588. doi: 10.1080/09687599.2017.1296819

Gesser-Edelsburg, A., & Hamade Boukai, R. (2019). Does the education system serve as a persuasion agent for recommending ADHD diagnosis and medication uptake? A qualitative case study to identify and characterize the persuasion strategies of Israeli teachers and school counselors. BMC Psychiatry, 19. doi: 10.1186/s12888-019-2120-9

Ghadampour, E., Farhadi, A., & Naghibeiranvand, F. (2016). The relationship among academic burnout, academic engagement and performance of students of Lorestan University of Medical Sciences. [تعیین رابطه بین فرسودگی تحصیلی با اشتیاق و عملکرد تحصیلی در دانشجویان دانشگاه علوم پزشکی لرستان]. gums-rme, 8(2), 60-68. doi: 10.18869/acadpub.rme.8.2.60

Ghamari Givi, H., Narimani, M., & Mahmoodi, H. (2012). The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of childern with dyslexia and attention dificit/ hyperactivity. Journal of Learning Disabilities, 1(2), 98-115. doi: jld-1-2-91-1-6

Gibson, B. S., Gondoli, D. M., Johnson, A. C., Steeger, C. M., Dobrzenski, B. A., & Morrissey, R. A. (2011). Component analysis of verbal versus spatial working memory training in adolescents with ADHD: a randomized, controlled trial. Child Neuropsychol, 17(6), 546-563. doi: 10.1080/09297049.2010.551186

Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R.,... Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial. J Child Psychol Psychiatry, 53(12), 1277-1284. doi: 10.1111/j.1469-7610.2012.02592.x

Hechtman, L., Abikoff, H., Klein, R. G., Weiss, G., Respitz, C., Kouri, J.,... Pollack, S. (2004). Academic achievement and emotional status of children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment. J Am Acad Child Adolesc Psychiatry, 43(7), 812-819. doi: 10.1097/01.chi.0000128796.84202.eb

Holroyd, C. B., & Coles, M. G. H. (2002). The neural basis of human error processing: reinforcement learning, dopamine, and the error-related negativity. Psychol Rev, 109(4), 679-709. doi: 10.1037/0033-295x.109.4.679

Kass, S. J., Wallace, J. C., & Vodanovich, S. J. (2003). Boredom proneness and sleep disorders as predictors of adult attention deficit scores. Journal of Attention Disorders, 7(2), 83–91. https://doi.org/10.1177/108705470300700202

Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2009). validiting the Pekruns achievement emotion questionnaire. Educational Innovations, 8(4), 7-38.

Kenah, K., Bernhardt, J., Cumming, T., Spratt, N., Luker, J., & Janssen, H. (2018). Boredom in patients with acquired brain injuries during inpatient rehabilitation: a scoping review. Disability and rehabilitation, 40(22), 2713–2722. https://doi.org/10.1080/09638288.2017.1354232

Kesler, S. R., Lacayo, N. J., & Jo, B. (2011). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain Injury, 25(1), 101-112. doi: 10.3109/02699052.2010.536194

Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K.,... Westerberg, H. (2005). Computerized training of working memory in children with ADHD--a randomized, controlled trial. J Am Acad Child Adolesc Psychiatry, 44(2), 177-186. doi: 10.1097/00004583-200502000-00010

Koutsoklenis, A., Honkasilta, J., & Brunila, K. (2020a). Functions of the ADHD diagnosis in educational contexts. metalogos systemic therapy journal, 36, 1-10.

Koutsoklenis, A., Honkasilta, J., & Brunila, K. (2020b). Reviewing and reframing the influence of relative age on ADHD diagnosis: beyond individual psycho(patho)logy. Pedagogy, Culture & Society, 28(2), 165-181. doi: 10.1080/14681366.2019.1624599

Mahdavi, M., Behpajooh, A., Hasanzadeh, S., & Sajadi Anari, S. S. (2020). The Effectiveness of Hope Therapy on Promoting Mental Health and Reducing Academic Burnout in High School Students at Risk or Academic Burn-out. [اثربخشی آموزش برنامۀ امیدبخشی بر ارتقای سلامت روانی و کاهش فرسودگی تحصیلی دانش‎آموزان تیزهوش]. childmh, 7(1), 128-140. doi: 10.29252/jcmh.7.1.12

Mahvash Wernosfaderani, A., Mahaki, F., & Ebrahimi, M. (2016). The Effectiveness of Working Memory for Decreasing Cognitive / Attention Deficit Problems of Children with Attention Deficit-Hyperactivity Disorder. [اثربخشی بهبود حافظه کاری بر مشکلات شناختی٫ بی توجهی اختلال نقص توجه- بیش فعالی]. MEJDS, 6(0), 118-123.

Malkovsky, E., Merrifield, C., Goldberg, Y., & Danckert, J. (2012). Exploring the relationship between boredom and sustained attention. Experimental brain research, 221(1), 59–67. https://doi.org/10.1007/s00221-012-3147-z

Mohammadi, N., Ramezani, S., & Sadri Damirchi, E. (2017). The Effectiveness of Self-efficacy on Test Anxiety and Academic Burnout of Students. Quarterly Journal of Child Mental Health, 3(4), 60-69.

Motter, J. N., Pimontel, M. A., Rindskopf, D., Devanand, D. P., Doraiswamy, P. M., & Sneed, J. R. (2016). Computerized cognitive training and functional recovery in major depressive disorder: A meta-analysis. Journal of Affective Disorders, 189, 184-191. doi: https://doi.org/10.1016/j.jad.2015.09.022

Narimani, M., Einy, S., & Tagavy, R. (2018). Explaining Students' Academic Burnout Based on Self-Compassion and Sense of Coherence. [تبیین فرسودگی تحصیلی دانش‌آموزان بر اساس خود‌دلسوزی و حس ‌‌انسجام]. childmh, 5(1), 36-47.

Nejati, V. (2020). Cognitive rehabilitation in children with attention deficit- hyperactivity disorder: Transferability to untrained cognitive domains and behavior. Asian Journal of Psychiatry, 49, 101949. doi: https://doi.org/10.1016/j.ajp.2020.101949

Nejati, V. (2021). Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit- hyperactivity disorder (ADHD). Research in Developmental Disabilities, 113, 103937. doi: https://doi.org/10.1016/j.ridd.2021.103937

Nigg, J. T. (2001). Is ADHD a disinhibitory disorder? Psychological Bulletin, 127(5), 571-598. doi: 10.1037/0033-2909.127.5.571

Olesen, P., Westerberg, H., & Klingberg, T. (2004). Olesen PJ, Westerberg H, Klingberg T. Increased prefrontal and parietal activity after training of working memory. Nat Neurosci 7: 75-79. Nature neuroscience, 7, 75-79. doi: 10.1038/nn1165

Passarotti, A. M., Sweeney, J. A., & Pavuluri, M. N. (2010a). Differential engagement of cognitive and affective neural systems in pediatric bipolar disorder and attention deficit hyperactivity disorder. Journal of the International Neuropsychological Society, 16(1), 106-117. doi: 10.1017/s1355617709991019

Passarotti, A. M., Sweeney, J. A., & Pavuluri, M. N. (2010b). Emotion processing influences working memory circuits in pediatric bipolar disorder and attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 49(10), 1064-1080. doi: 10.1016/j.jaac.2010.07.009

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91-105. doi: 10.1207/S15326985EP3702_4

Robatmili, S. (2019). The Effect of Computer-Assisted Cognitive Rehabilitation on Working Memory in Children with ADHD. International Journal of Psychology (IPA), 13(1), 183-205. doi: 10.24200/ijpb.2018.115071.

Robatmili, S., Borjali, A., Alizadeh, H., Farrokhi, N. A., & Nokani, M. (2014). Computerized Training of Selective Attention in Children with ADHD. [آموزش رایانه‌یار توجه انتخابی در کودکان دارای اختلال نارسایی توجه/ بیش‌فعالی با تظاهر بی‌توجهی]. Research-Institute-for-Education, 14(3), 5-18.

Schulze, L., Domes, G., Krüger, A., Berger, C., Fleischer, M., Prehn, K.,... Herpertz, S. C. (2011). Neuronal correlates of cognitive reappraisal in borderline patients with affective instability. Biological psychiatry, 69(6), 564-573. doi: 10.1016/j.biopsych.2010.10.025

Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature. Research Papers in Education, 35(2), 144-184. doi: 10.1080/02671522.2018.1536891

Sohlberg, M. M., & Mateer, C. A. (2005). Attention Process Training: A program for cognitive rehabilitation to address persons with attentional deficits ranging from mild to severe (3rd ed.). Wake Forest, North Carolina: Lash & Associates Publishing.

Sohlberg. M. M., Mateer, C. A. (2001). Cognitive Rehabilitation An Integrative Neuropsychological Approach. Guilford Press.

Stavinoha, P. L., Askins, M. A., Powell, S. K., Pillay Smiley, N., & Robert, R. S. (2018). Neurocognitive and Psychosocial Outcomes in Pediatric Brain Tumor Survivors. Bioengineering. Bioengineering, 5(3), 73-. doi: https://doi.org/10.3390/bioengineering5030073

Taghipour, K., & Nemati, S. (2018). The Rehabilitation of Autism Spectrum Disorder through Assistive Technology: A Systematic Review. [توانبخشی اختلال طیف اوتیسم از طریق فناوری کمکی: مطالعه مروری نظامند]. childmh, 5(3), 192-202.

Tajik-Parvinchi, D., Wright, L., & Schachar, R. (2014). Cognitive Rehabilitation for Attention Deficit/Hyperactivity Disorder (ADHD): Promises and Problems. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 23(3), 207-217.

Veiskarami, H., & Khaliligeshnigani, Z. (2018). Investigating the Academic Burnout and its Relationship with Cognitive Emotion Regulation Strategies and Academic Resilience Students of Shahrekord University of Medical Sciences. [بررسی فرسودگی تحصیلی و رابطه آن با راهبردهای تنظیم شناختی هیجان و تاب‌آوری تحصیلی دانشجویان دانشگاه علوم پزشکی شهرکرد]. Edu Str Med Sci, 11(1), 133-138. doi: 10.29252/edcbmj.11.01.17

Xie, J., Xu, J., Wei, T., Gallo, K., Giles, M. E., Zhan, Y.,... Liu, X. (2021). Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education. Adult Learning, 1045159520987304. doi: 10.1177/1045159520987304

Watt, J. D., & Vodanovich, S. J. (1992). Relationship between boredom proneness and impulsivity. Psychological Reports, 70(3, Pt 1), 688–690. https://doi.org/10.2466/PR0.70.3.688-690

Ziabakhsh, M., Sharifi, M., Fath Abad, J., & Nejati, V. (2020). Comparison of the effectiveness of cognitive rehabilitation method with neurofeedback method in students with attention deficit disorder. Journal of Psychological Achievements, 27(1), 167-192. doi: 10.22055/psy.2020.31763.2452