Thesis:

Comparing the Effects of Cognitive Rehabilitation and Cognitive Styles on Academic Self-Concept and Information Literacy of Elementary School Students in Esfarayen City in the Academic Year 2024-2025

The aim of this study is to compare the effect of cognitive rehabilitation and cognitive styles on the academic self-concept and information literacy of elementary school students in Esfarayen city in the academic year 2024-2025. This study is a semi-experimental type with a multiple pre-test and post-test design (three groups) that is based on three groups, two experimental groups and a control group, and its statistical population consists of all sixth grade elementary school students in Esfarayen city in the academic year 2024-2025. The sample consisted of 50 volunteer sixth grade elementary school students at Bent Al-Huda Sadr School, from which 30 who met the criteria for inclusion in the study were selected using cluster sampling and randomly divided into three groups of 10 people, including two experimental groups and a control group. The research tools include the Rahmani et al. Student Information Literacy Questionnaire (2007), the Beck and Steer Self-Concept Questionnaire (1978), the Yarmohammadian et al. Cognitive Styles Sessions (2015), and the Orki et al. Cognitive Rehabilitation Sessions (2017). To analyze the data and test the research hypotheses, the analysis of covariance test was used using SPSS25 software, and the results showed that the two variables of cognitive styles and cognitive rehabilitation both have an effect on students' academic self-concept and information literacy; however, cognitive rehabilitation has a greater share, such that the share of cognitive rehabilitation in affecting academic self-concept and information literacy is 55 percent and the share of cognitive styles is 19 percent. According to the results obtained, it can be said that by properly teaching the cognitive rehabilitation approach to students, their academic self-concept and information literacy level can be improved.

Keywords: Keywords: Cognitive Rehabilitation, Cognitive Styles, Academic Self-Concept, Information Literacy