Volume 3, Issue 193 (9-2026)
J Except Educ 1405, __(193): 20-35 |
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Abdollahi boghrabadi G, Govah Moghadam M, Ghodrati Mirkouhi M. The effectiveness of executive function training on academic vitality and working memory in students with sluggish cognitive tempo.. J Except Educ 2026; 3 (193) :20-35
URL: http://exceptionaleducation.ir/article-1-2919-en.html
URL: http://exceptionaleducation.ir/article-1-2919-en.html
1- Payame Noor University , psy-abdollahi@pnu.ac.ir
2- Payame Noor University
2- Payame Noor University
Abstract: (17 Views)
Background and Purpose: Sluggish Cognitive Tempo (SCT) can negatively affect executive functions, academic vitality, and working memory. This study aimed to determine the effectiveness of executive function training on academic vitality and working memory in students with SCT.
Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group and a two-month follow-up. The study population comprised all fifth- and sixth-grade students in Natanz, Iran, in 2024. The sample consisted of 30 students with SCT who were selected through convenience sampling and randomly assigned to an experimental group and a control group (n = 15 per group). The research instruments included the Sluggish Cognitive Tempo questionnaire (Penny et al., 2009), the Academic Vitality Questionnaire (Dehghani Zadeh & Hossein Chari, 2012), and the Working Memory Questionnaire (Alloway et al., 2008). The experimental group received 14 60-minute sessions of executive function training, delivered twice a week, while the control group was placed on a waiting list to receive the training. Data were analyzed using repeated-measures analysis of variance in SPSS version 26.
Results: The results showed statistically significant differences between the experimental and control groups in working memory and academic vitality (p < 0.001).
Conclusion: Executive function training was effective in improving working memory and academic vitality in students with SCT
Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group and a two-month follow-up. The study population comprised all fifth- and sixth-grade students in Natanz, Iran, in 2024. The sample consisted of 30 students with SCT who were selected through convenience sampling and randomly assigned to an experimental group and a control group (n = 15 per group). The research instruments included the Sluggish Cognitive Tempo questionnaire (Penny et al., 2009), the Academic Vitality Questionnaire (Dehghani Zadeh & Hossein Chari, 2012), and the Working Memory Questionnaire (Alloway et al., 2008). The experimental group received 14 60-minute sessions of executive function training, delivered twice a week, while the control group was placed on a waiting list to receive the training. Data were analyzed using repeated-measures analysis of variance in SPSS version 26.
Results: The results showed statistically significant differences between the experimental and control groups in working memory and academic vitality (p < 0.001).
Conclusion: Executive function training was effective in improving working memory and academic vitality in students with SCT
Type of Study: Original Article |
Subject:
توان بخشي
Received: 2025/Sep/Thu | Revised: 2026/Sep/Sun | Accepted: 2026/Jul/Wed | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
Received: 2025/Sep/Thu | Revised: 2026/Sep/Sun | Accepted: 2026/Jul/Wed | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
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