1- Ph.D. student in Psychology, Faculty of Humanities, Semnan Branch, Islamic Azad University, Semnan, Iran.
2- 2. Associate Professor of Psychology Department, Faculty of Humanities, Semnan Branch, Islamic Azad University, Semnan, Iran
3- Professor, Department of Social Medicine, Faculty of Medicine, Semnan University of Medical Sciences, Semnan, Iran
4- Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2- 2. Associate Professor of Psychology Department, Faculty of Humanities, Semnan Branch, Islamic Azad University, Semnan, Iran
3- Professor, Department of Social Medicine, Faculty of Medicine, Semnan University of Medical Sciences, Semnan, Iran
4- Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
Abstract: (357 Views)
Objective: The aim of this research was to investigate the effectiveness of mindfulness-based cognitive therapy on improving selective attention in students with specific learning disabilities.
Method: This study employed a semi-experimental design with a pretest-posttest-follow-up design, including one experimental group and one control group. The population consisted of all elementary school students referred to learning disability centers in Zanjan during the academic year 2021-2022. Forty participants were selected purposefully and randomly assigned to the experimental and control groups (each group with 20 participants). The experimental group received 12 sessions of mindfulness-based cognitive therapy intervention, while the control group remained on the waiting list. Data were collected using the Stroop Color-Word Test (SCWT) and analyzed using SPSS 24 software and repeated measures analysis.
Findings: After the implementation of mindfulness-based cognitive therapy interventions, the level of selective attention in students with specific learning disabilities increased, and there was a significant difference between the post-test scores of the experimental and control groups (p < 0.05). The change induced was attributed to the independent variable and remained stable.
Conclusion: Mindfulness-based cognitive therapy had a positive effect on improving selective attention in students with specific learning disabilities. It is recommended that learning disability centers utilize mindfulness-based cognitive therapy as an effective therapeutic approach to enhance cognitive performance in students with specific learning disabilities.
Method: This study employed a semi-experimental design with a pretest-posttest-follow-up design, including one experimental group and one control group. The population consisted of all elementary school students referred to learning disability centers in Zanjan during the academic year 2021-2022. Forty participants were selected purposefully and randomly assigned to the experimental and control groups (each group with 20 participants). The experimental group received 12 sessions of mindfulness-based cognitive therapy intervention, while the control group remained on the waiting list. Data were collected using the Stroop Color-Word Test (SCWT) and analyzed using SPSS 24 software and repeated measures analysis.
Findings: After the implementation of mindfulness-based cognitive therapy interventions, the level of selective attention in students with specific learning disabilities increased, and there was a significant difference between the post-test scores of the experimental and control groups (p < 0.05). The change induced was attributed to the independent variable and remained stable.
Conclusion: Mindfulness-based cognitive therapy had a positive effect on improving selective attention in students with specific learning disabilities. It is recommended that learning disability centers utilize mindfulness-based cognitive therapy as an effective therapeutic approach to enhance cognitive performance in students with specific learning disabilities.
Type of Study: Original Research Article |
Subject:
Psychology
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