1. Jantz C. Self-regulation and online developmental student success. J Online Learn Teach. 2010;6(4):852–7.
2. Barkley RA. Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). New York, NY: Guilford Press; 2012.
3. Garner JK. Conceptualizing the relations between executive functions and self-regulated learning. J Psychol. 2009;143(4):405–26. [
DOI]
4. Fuhs MW, Nesbitt KT, Farran DC, Dong N. Longitudinal associations between executive functioning and academic skills across content areas. Dev Psychol. 2014;50(6):1698–709. [
DOI]
5. Follmer DJ, Sperling RA. The mediating role of metacognition in the relationship between executive function and self-regulated learning. Br J Educ Psychol. 2016;86(4):559–75. [
DOI]
6. Shams Esfandabad H. Individual differences in psychology. Tehran: Samt Publications; 2005. [Persian]
7. Salarifar MH, Mazaheri MA. The relationship of metacognition and metaphor with self-regulation. Advances in Cognitive Sciences. 2011;12(4):60–8. [Perain] [
Article]
8. Khanjani Z, Faraji R, Faroughi P. The effectiveness of self-regulation training on executive functions of students with learning disabilities. Developmental Psychology: Iranian Psychologists. 2015;12(45):51–9. [Persian] [
Article]
9. Rostami F. Comparison of the effectiveness of working memory training on educational self-regulation in female students of state high schools. Quarterly Journal of Education, Counseling and Psychotherapy. 2018;7:1–13. [Persian] [
Article]
10. Khakpoor F, Abedi A, Manshaee G. The effectiveness of executive function instruction based on the Anderson's model on learning behaviors and academic performance among the students with attention deficit hyperactivity disorder. J Res Behav Sci. 2018;16(1):1–7. [Persian] [
Article]
11. Capodieci A, Re AM, Fracca A, Borella E, Carretti B. The efficacy of a training that combines activities on working memory and metacognition: transfer and maintenance effects in children with ADHD and typical development. J Clin Exp Neuropsychol. 2019;41(10):1074–87. [
DOI]
13. Seif A. Modern educational psychology: psychology of learning and instruction. Tehran: Agah Publishing; 2002. [Persian]
14. Shirinzadeh Dastgiri S, Goodarzi MA, Rahimi Ch, Naziri Gh. Study of factor structure, validity and reliability of Metacognition Questionnair–30. Journal of Psychology. 2009;12:445–61. [Persian]
15. Hooman H. Research methodology in behavioral sciences. Tehran: Samt Pub; 2014. [Persian]
16. Wells A, Cartwright-Hatton S. A Short Form of the Metacognitions Questionnaire: properties of the MCQ–30. Behav Res Ther. 2004;42(4):385–96. [
DOI]
17. Wells A, Matthews G. Modelling cognition in emotional disorder: The S–REF model. Behav Res Ther. 1996;34(11–12):881–8. [
DOI]
18. Nejati V. Cognitive Abilities Questionnaire: development and evaluation of psychometric properties. Advances in Cognitive Science. 2013;15(2):11–19. [Persian]
19. Hong E, O'Neil HF. Construct validation of a trait self-regulation model. Int J Psychol. 2001;36(3):186–94. [
DOI]
20. Borjalilu S, Mojtahedzadeh R, Mohammadi A. Exploring the validity, reliability and factor analysis of Self-Regulation Scale for medical students. Journal of Medical Education and Development. 2013;8(2):25–35. [Persian] [
Article]
21. Riding RJ, Grimley M, Dahraei H, Banner G. Cognitive style, working memory and learning behaviour and attainment in school subjects. Br J Educ Psychol. 2003;73(2):149–69. [
DOI]
22. Zahmatkesh Z, Hosseini-Nasab SD, Saadati Shamir A. Barrasiye rabeteye hafezeye kari va bahreye hooshi ba pishraft tahsili danesh amoozan dokhtar yek zabane va do zabane dabirestan haye Tehran [Examining the relationship between working memory and intelligence with female students` academic achievement in monolingual and bilingual high school of Tehran]. Journal of Instruction and Evaluation. 2016;8(32):111–33. [Persian]
23. Kline RB. Principles and practice of structural equation modeling. Third edition. New York: The Guilford Press; 2010.
24. Morgan AB, Lilienfeld SO. A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Clin Psychol Rev. 2000;20(1):113–36. [
DOI]
25. Aziziyan M, Asadzadeh H, Alizadeh H, Dortaj F, Sadipour E. The effectiveness of executive functions training on enhancement of attention, working memory, and inhibition in pupils with borderline intellectual functioning. J Res Behav Sci. 2017;15(1):93–103. [Persian] [
Article]
26. Arffa S. The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Arch Clin Neuropsychol. 2007;22(8):969–78. [
DOI]
27. Cho HJ, Yough M, Levesque-Bristol C. Relationships between beliefs about assessment and self-regulated learning in second language learning. Int J Educ Res. 2020;99:101505. [
DOI]
28. Alghamdi A, Karpinski AC, Lepp A, Barkley J. Online and face-to-face classroom multitasking and academic performance: moderated mediation with self-efficacy for self-regulated learning and gender. Comput Human Behav. 2020;102:214–22. [
DOI]
29. Babakhanzadeh S, Ehteshamzadeh P, Eftekharsaadi Z, Bakhtiyarpour S, Alipour A. The effectivenss of metacognitve therapy with emphasis for brain executive functions on cognitive- attentional syndrom and sense of coherence in anxious persons. Culture Counseling. 2019;10(38):195–220. [Persian] [
Article]
، منیجه شهنی ییلاق*2 
