Research code: 102248429715068942027162746134
Ethics code: IR.IAU.TABRIZ.REC.1402.459
Clinical trials code: IRCT20241123063817N1
1- Department of Educational Psychology, Ta .C., Islamic Azad University ,Tabriz, Iran.
2- Department of Psychology, Ta. C., Islamic Azad University ,Tabriz ,Iran.
3- Department of clinical psychology, Ta M S. C .,Islamic Azad University ,Tabriz ,Iran.
4- Department of Psychology, Ta .C., Islamic Azad University ,Tabriz, Iran.
2- Department of Psychology, Ta. C., Islamic Azad University ,Tabriz ,Iran.
3- Department of clinical psychology, Ta M S. C .,Islamic Azad University ,Tabriz ,Iran.
4- Department of Psychology, Ta .C., Islamic Azad University ,Tabriz, Iran.
Abstract: (29 Views)
Background & Objectives: Nowadays, learning disabilitis and attention disorders are among the common problems among elementary school students, which lack of timely intervention can have irreparable effects; Based on this, the aim of the present study was to investigate the effectiveness of a subtle mind games-based training program on academic engagement and academic emotions of primary school girls with learning disabilities and attention disorders in Urmia City.
Methods: This quasi experimental study utilized a pre-test/post-test design with an experimental group and a control group. The statistical population included all primary school girls from learning disability centers (currently known as comprehensive health assessment centers) in Urmia City who had records in these centers during the 2023-2024 academic year. A total of 30 participants were selected through convenience sampling and randomly assigned into two groups. The study employed the Academic Engagement Questionnaire and the Class-Related Emotions Scale. The subtle mind games training protocol (designed by the researcher using the Lavash method) was utilized for the experimental interventions.
Results: The results of the multivariate analysis of covariance indicated that the training based on subtle mind games had a significant effect on the academic engagement and academic emotions of primary school girls (p < 0.01).
Conclusion: Overall, based on the findings, this study concluded that the use of subtle mind games-based training methods is effective in improving cognitive and emotional symptoms in students with specific learning difficulties and attention deficits.
Methods: This quasi experimental study utilized a pre-test/post-test design with an experimental group and a control group. The statistical population included all primary school girls from learning disability centers (currently known as comprehensive health assessment centers) in Urmia City who had records in these centers during the 2023-2024 academic year. A total of 30 participants were selected through convenience sampling and randomly assigned into two groups. The study employed the Academic Engagement Questionnaire and the Class-Related Emotions Scale. The subtle mind games training protocol (designed by the researcher using the Lavash method) was utilized for the experimental interventions.
Results: The results of the multivariate analysis of covariance indicated that the training based on subtle mind games had a significant effect on the academic engagement and academic emotions of primary school girls (p < 0.01).
Conclusion: Overall, based on the findings, this study concluded that the use of subtle mind games-based training methods is effective in improving cognitive and emotional symptoms in students with specific learning difficulties and attention deficits.
Keywords: Subtle mind games-based training, academic engagement, emotional states, learning disabilities, attention disorder
Type of Study: Original Research Article |
Subject:
Psychology
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