Introduction: Cognitive abilities are necessary for successful learning. Children with different cognitive ability levels may have diverse performances. The current study aimed at investigating the cognitive profile in children and its relationship with Academic Performance. Methods: The population of the current cross sectional study consisted of all students in Jajarm City, Iran. The subjects were selected using multi-stage cluster sampling; and 289 students aged 6 to 13 years were included in the study. Data were collected using the Rey-Osterrieth complex figure test, coding subtest from Wechsler intelligence scale and behavioral rating inventory of executive functions. The Spearman rank correlation coefficient and the Scheffe post hoc test were used for data analysis. Results: The obtained results showed that ‘processing speed’, ‘perceptual organizational ability’, ‘monitoring’, ‘planning’, ‘working memory’, ‘initiate’, ‘emotional regulation’, ‘shifting’, and ‘inhibit ‘ were significantly correlated with Academic Performance (P<0.001). Conclusion: There was a significant relationship between cognitive profile and Academic Performance. Thus, teachers need to consider the variable of cognitive abilities in academic success.

Objective: In this study, we aimed to evaluate the effectiveness of training on emotion regulation skills and emotion regulation strategies to overcome anxiety in female students. Methods:We used a quasi-experimental design with pre-test and post-test evaluations to compare the experimental group with a control group. A total of 30 students were selected by multistage cluster sampling and were randomly assigned to either the experimental group (15 students) or the control group (15 students). Data were collected via Beck Anxiety Inventory and Gross and John Emotion Regulation Questionnaire. The experimental group received eight training sessions on emotional regulation, whereas the control group did not receive any training. An analysis of covariance was used for data analysis.Results: According to the results, training on emotion regulation strategies had a significant effect in decreasing anxiety and maladaptive emotional regulation strategies as well as in increasing the adaptive emotional regulation strategies in students (P<0.01). Conclusion:Training on emotion regulation skills can decrease anxiety, and suppression of maladaptive emotional regulation strategy can increase the reappraisal of an adaptive emotional regulation strategy for students.

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Objective Sensory processing refers to reception, adjustment, and integration of sensory information sequentially and generates adaptive responses. People need to have appropriate sensory processing abilities for functioning adequately in the environment and be able to participate in activities of daily living. Dunn's sensory processing model consists of two constructions. The first construction involves neurological thresholds, and the second construction concerns self-regulation. When the two continuums are connected, four basic patterns of sensory processing appear. The four models are: sensation seeking (including representation of high thresholds and active self-regulation strategy), sensory avoiding (including representation of low thresholds and active self-regulation strategy), sensory sensitivity (including representation of low thresholds and passive self-regulation strategy), and low registration (including representation of high thresholds and passive self-regulation strategy). Sensory processing patterns can be seen in each age group from infancy to adulthood. These patterns are different for people with disabilities such as autism, attention deficit disorder/ hyperactivity disorder, schizophrenia, Asperger syndrome, developmental disorders, and learning disabilities compared to those without disability. Dunn sensory profile school companion is provided to assess sensory processing patterns in children. As sensory processing plays an important role in the daily life of people, the purpose of this study was to determine the validity and reliability of Dunn's sensory profile school companion in children and students in the age group of 3-11 years. Materials & Methods The study was a descriptive-analytical one. The population consisted of all children and students aged between 3 and 11 years and studying in Tehran schools in the academic year 94-95 and those who attended preschools. The sample consisted of 384 children and students who were selected through multi-stage cluster sampling. Dunn's sensory profile companion was used to collect data. Dunn's sensory profile companion is a standardized measurement tool for assessing sensory processing abilities of children and students in the classroom and school and preschool environment. This tool was built by Winne Dunn. This profile are using for age range from 3 years to 11 years and 11 months and be completed by teachers and educators. Descriptive statistics such as mean and standard deviation were used for data analysis and confirmatory factor analysis, and Cronbach's alpha was used to draw inferences from the data. Results Confirmatory factor analysis was used to assess the validity of the sensory processing profile school companion. The results showed that sensory processing profiles are school companion and four factors had construct validity (P<0.001). Internal consistency (Cronbach's alpha) was used to evaluate the reliability. Cronbach's alpha for the entire questionnaire was 0.879, and for sensory registration, sensation seeking sensory sensitivi...