Volume 3, Issue 163 (9-2021)
J Except Educ 1400, __(163): 94-94 |
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barshan M, chorami M, ahmadi R, ghazanfari A. Comparing the Effectiveness of Mindfulness Group Learning,
Cognitive Behavioral Learning, and Blended Learning in Mothers
on the Executive Functions and Emotion Regulation of Children
with Attention Deficit/Hyperactivity Disorder (AD/HD). J Except Educ 2021; 3 (163) :94-94
URL: http://exceptionaleducation.ir/article-1-2255-en.html
URL: http://exceptionaleducation.ir/article-1-2255-en.html
1- Islamic Azad University
2- Islamic Azad University ,choramimaryam@gmail,com
2- Islamic Azad University ,
Abstract: (3617 Views)
Abstract
The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive
behavioral learning, and blended learning in mothers on the executive functions and emotion regulation
of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/
post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The
statistical population included all first-grade to third-grade male elementary school students with attention
deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects
in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in
the blended learning group, and 15 subjects in the control group) that were selected through convenience
sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation
questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000).
The data was analyzed using the tests of multivariable analysis of variance and covariance analysis
with repeated measures. The results indicated that there is a significant difference between the emotion
regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of
pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc
test of the blended learning method had a significant impact on the executive functions in comparison to two
mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact
in comparison to mindfulness learning.
The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive
behavioral learning, and blended learning in mothers on the executive functions and emotion regulation
of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/
post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The
statistical population included all first-grade to third-grade male elementary school students with attention
deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects
in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in
the blended learning group, and 15 subjects in the control group) that were selected through convenience
sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation
questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000).
The data was analyzed using the tests of multivariable analysis of variance and covariance analysis
with repeated measures. The results indicated that there is a significant difference between the emotion
regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of
pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc
test of the blended learning method had a significant impact on the executive functions in comparison to two
mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact
in comparison to mindfulness learning.
Keywords: Attention Deficit/Hyperactivity Disorder (AD/HD), Blended Learning, Cognitive Behavioral
Learning, Emotion Regulation, Executive Functions, Mindfulness
Type of Study: Original Article |
Subject:
Behavior Disorder
Received: 2021/Jan/Sat | Revised: 2021/Nov/Sat | Accepted: 2021/Aug/Sun | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
Received: 2021/Jan/Sat | Revised: 2021/Nov/Sat | Accepted: 2021/Aug/Sun | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
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