Volume 6, Issue 178 (2-2024)
J Except Educ 1402, __(178): 95-95 |
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Sahrakar S, Ghodratee S, Bazzazian S. The effectiveness of mindfulness in executive functions and
cognitive regulation of emotion in students with Attention
Deficit/Hyperactivity Disorder. J Except Educ 2024; 6 (178) : 6
URL: http://exceptionaleducation.ir/article-1-2644-en.html
URL: http://exceptionaleducation.ir/article-1-2644-en.html
1- Education , ss111126@yahoo.com
2- Tehran Gharb University
2- Tehran Gharb University
Abstract: (144 Views)
Abstract
Background and purpose: Attention deficit/hyperactivity disorder (AD/HD) is a chronic neurodevelopmental
disorder. The purpose of this study was to investigate the effectiveness of mindfulness therapy in improving
executive functions and cognitive regulation of emotion in AD/HD students.
Method: the research was a semi-experimental pre-test-post-test type with a control group, and the
selection of subjects and assignment of subjects to two groups was done randomly. The statistical population
included elementary school boys (10 to 12 years old) of Bandar Anzali city with AD/HD disorder; 32 students
were selected through available sampling and through the SNAP-IV rating scale, 16 of whom were randomly
assigned to the experimental group and 16 to the control group. The research tool for measuring executive
functions was the Brief Executive Functions Questionnaire (BRIEF); and to measure the cognitive regulation
of emotion, the cognitive regulation of emotion questionnaire CERQ-P by Garnevsky and Kridge was used.
To analyze the data, multivariate analysis of covariance (Mancova) test and spss27 software were used.
Findings: The results indicated the confirmation of the effectiveness of mindfulness intervention on
behavior regulation skills and metacognitive skills of executive functions (p<0.05). Also, the effectiveness
of the intervention on four components of the cognitive regulation of emotion was confirmed (p<0.05); It
Included a significant increase in the amount of positive focus, positive evaluation and perspective-taking,
and also caused a significant decrease in the amount of catastrophizing.
Conclusion: The findings of the present study showed that mindfulness interventions have an effect on the
components of executive functions and cognitive regulation of emotion in AD/HD students.
Background and purpose: Attention deficit/hyperactivity disorder (AD/HD) is a chronic neurodevelopmental
disorder. The purpose of this study was to investigate the effectiveness of mindfulness therapy in improving
executive functions and cognitive regulation of emotion in AD/HD students.
Method: the research was a semi-experimental pre-test-post-test type with a control group, and the
selection of subjects and assignment of subjects to two groups was done randomly. The statistical population
included elementary school boys (10 to 12 years old) of Bandar Anzali city with AD/HD disorder; 32 students
were selected through available sampling and through the SNAP-IV rating scale, 16 of whom were randomly
assigned to the experimental group and 16 to the control group. The research tool for measuring executive
functions was the Brief Executive Functions Questionnaire (BRIEF); and to measure the cognitive regulation
of emotion, the cognitive regulation of emotion questionnaire CERQ-P by Garnevsky and Kridge was used.
To analyze the data, multivariate analysis of covariance (Mancova) test and spss27 software were used.
Findings: The results indicated the confirmation of the effectiveness of mindfulness intervention on
behavior regulation skills and metacognitive skills of executive functions (p<0.05). Also, the effectiveness
of the intervention on four components of the cognitive regulation of emotion was confirmed (p<0.05); It
Included a significant increase in the amount of positive focus, positive evaluation and perspective-taking,
and also caused a significant decrease in the amount of catastrophizing.
Conclusion: The findings of the present study showed that mindfulness interventions have an effect on the
components of executive functions and cognitive regulation of emotion in AD/HD students.
Article number: 6
Keywords: Attention Deficit/Hyperactivity Disorder, Cognitive regulation of emotion, Executive functions, Mindfulness
Type of Study: Original Article |
Subject:
General
Received: 2023/Aug/Fri | Revised: 2024/Mar/Sun | Accepted: 2023/Oct/Tue | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
Received: 2023/Aug/Fri | Revised: 2024/Mar/Sun | Accepted: 2023/Oct/Tue | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
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