Abstract
The current research aimed to investigate the effectiveness of Sternberg's successful intelligence program on executive functions of sharp-witted primary school level students. The statistical universe of the current research consisted of all male sharp-witted students of the city of Isfahan in the educational year of 2015-2016. For this purpose, the number of 30 male sharp-witted students was selected through multi stage cluster random sampling method and was randomly placed in two experimental and control groups (15 people in the experiment group and another 15 in the control group) and their mothers, too responded to the questions of the executive skills scale. The Sternberg's successful intelligence program was administered on the experimental group. The tool used for this research included a questionnaire (inventory) on rating executive functions for the primary school level students (parent form). To analyze the research data, multivariate covariance analysis (MANCOVA) was applied. Findings revealed that training of the Sternberg's successful intelligence program was effective on executive functions (response inhibition, active memory, emotional control, focus attention, assignment initiation, planning, organizing, time leadership, goal-orientedness, resilience and metacognition) of sharp-witted children. The Sternberg's successful intelligence program could be applied as an intervention method for improving executive functions of children.
Highlights
From among factors that could significantly contribute to the educational performance of students are cognitive abilities and executive functions
Executive skills are a set of higher abilities involving self-autonomy, self-initiation, planning, cognitive resilience, working memory, organizing, dynamic perception of the time, prediction of the future and problem solving which help children in daily activities and learning assignments and tasks (Dawson and Guare, 2004)
Since the main goal of the research is to investigate the effectiveness of the Sternberg's successful intelligence program on executive functions of sharp-witted primary school level students, the methodology is an experimental study with a clinical experimentation which is performed with pretest and posttest along with control group
Summary
From among factors that could significantly contribute to the educational performance of students are cognitive abilities and executive functions. Executive skills are among abilities which are needed by children for learning at schools (Coleman et al, 2006). Executive skills are a set of higher abilities involving self-autonomy, self-initiation, planning, cognitive resilience, working memory, organizing, dynamic perception of the time, prediction of the future and problem solving which help children in daily activities and learning assignments and tasks (Dawson and Guare, 2004). Most researchers have accepted that executive skills are self-regulating skills which demonstrate the child's ability for inhibition, self-regulation, planning, organizing, use of working memory, problem solving and goal-setting for performing textbooks assignments (Pennington, 2008; Willcutt et al.2010)
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