نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Background: Hot executive functions, as one of the most important cognitive–emotional components, play a decisive role in the academic performance of gifted students. These functions influence how students cope with failure, regulate emotions in academic situations, and maintain motivation to accomplish long-term tasks. Nevertheless, underachieving gifted students appear to lack sufficient skills and competencies in this domain, and existing research has paid limited attention to this issue. Therefore, designing and implementing specialized training packages aimed at regulating hot executive functions for this group of students seems essential.
Aim: The present study aimed to develop and establish the content validity of a training package for the regulation of hot executive functions in underachieving gifted students.
Method: This study employed a qualitative approach using directed content analysis. The research was conducted in two phases. In the first phase, a training package targeting the regulation of hot executive functions in underachieving gifted students was designed. In the second phase, the content validity of the training package was evaluated by 11 experts in the fields of psychology and educational sciences using a content validity assessment form. To determine content validity, the Content Validity Ratio (CVR; Lawshe’s index) and the Content Validity Index (CVI; Waltz & Bausell’s index) were utilized.
Results: The training package was developed in eight sessions, each lasting 90 minutes. Based on expert judgments, the Content Validity Ratio values for all sessions were not lower than 0.82, and the Content Validity Index values for all sessions exceeded 0.90, indicating an acceptable and desirable level of validity. The results showed that experts considered the inclusion of all sessions and the content of each session to be necessary and relevant. Accordingly, the content validity of the training package was confirmed by the panel of experts.
Conclusions: Given the critical importance of hot executive functions in enhancing academic achievement and successful learning among underachieving gifted students, the design and implementation of a specialized training package for regulating hot executive functions can be considered a potentially effective intervention for facilitating the learning process and improving the academic performance of this group of students.
کلیدواژهها English