Structural Modeling of the Prediction of Cognitive Disorganization Based on Emotional and Cognitive Working Memory in Students with Attention Deficit and Hyperactivity
Keywords:
Cognitive disorganization, Cognitive Working Memory, Emotional Working Memory, Attention Deficit, HyperactivityAbstract
Objective: This study aimed to develop and test a structural model predicting cognitive disorganization based on cognitive and emotional working memory among students with attention deficit and hyperactivity symptoms.
Methodology: This applied research employed a descriptive–correlational design. The statistical population comprised all 15–16-year-old male and female students in Tehran during the 2023–2024 academic year. Using multistage cluster random sampling, 250 students screened with the SNAP-IV questionnaire for attention deficit and hyperactivity symptoms were selected. Data were collected using the Cognitive Disorganization Questionnaire, the Halfback Cognitive Working Memory Test, and the Emotional Working Memory Questionnaire. Analyses were conducted using Pearson correlation, confirmatory factor analysis, and structural equation modeling.
Findings: Both cognitive and emotional working memory significantly predicted cognitive disorganization in students with attention deficit and hyperactivity. The correlation between cognitive working memory and cognitive disorganization was -0.851, explaining 72.5% of variance, while emotional working memory had a correlation of -0.604, explaining 36.5% of variance. The structural model demonstrated good fit (χ²/df<3, RMSEA<0.08).
Conclusion: Improving cognitive and emotional working memory capacities can substantially reduce cognitive disorganization among adolescents with attention deficit and hyperactivity symptoms. The proposed model provides a framework for cognitive training and rehabilitation programs to prevent adverse academic and psychological outcomes in this population.
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