Determining the Effectiveness of a Program Based on Subtle Mind Games on Academic Engagement and Academic Emotions of Primary School Girls with Learning Disabilities and Attention Disorders in Urmia City, Iran

Ziaei , Giti; Aghdasi , Alinagi; Moheb, Naeemeh; Aghapour , Mehdi

Volume 15 - Articles-1404 MEJDS (2025) 15: 86 | Back to browse issues page

Research code: 102248429715068942027162746134

Ethics code: IR.IAU.TABRIZ.REC.1402.459

Clinical trials code: IRCT20241123063817N1

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Ziaei G, Aghdasi A, Moheb N, Aghapour M. Determining the Effectiveness of a Program Based on Subtle Mind Games on Academic Engagement and Academic Emotions of Primary School Girls with Learning Disabilities and Attention Disorders in Urmia City, Iran. MEJDS 2025; 15 (0) :86-86
URL: http://jdisabilstud.org/article-1-3531-en.html

Determining the Effectiveness of a Program Based on Subtle Mind Games on Academic Engagement and Academic Emotions of Primary School Girls with Learning Disabilities and Attention Disorders in Urmia City, Iran

Giti Ziaei¹

, Alinagi Aghdasi ^*²

, Naeemeh Moheb³

, Mehdi Aghapour²

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

Abstract: (516 Views)

Abstract
Background & Objectives: Although learning disorders and attention deficits in elementary school children can negatively impact their academic, social, and emotional functioning, these issues often lead to information processing deficits, restlessness, impulsive behaviors, and reduced academic engagement. Academic motivation and academic engagement are crucial factors in the educational success of students with specific learning disabilities. Mental games have been recognized as an effective strategy for enhancing academic motivation and engagement. These games not only strengthen cognitive and executive skills but also stimulate positive emotions in students. However, previous research has predominantly focused on the role of social, group–based, or subject–specific educational games, with limited attention given to the impact of mental games on academic motivation and emotional variables. Additionally, existing studies on the application of mental games for students with learning and attention difficulties have primarily examined their effects on cognitive, functional, and academic skills, neglecting their influence on motivational and emotional factors. Given these considerations, the present study aims to investigate the effectiveness of a program based on subtle mind games on academic engagement and academic emotions among elementary school girls with learning disabilities and attention deficits living in Urmia City, Iran.
Methods: The present quasi–experimental study employed a pretest–posttest design with an experimental group and a control group. The statistical population consisted of all female students enrolled in learning disability centers (currently known as Comprehensive Health Assessment Centers) in Urmia during the 2023–2024 academic year. A total of 30 students (15 per group) were selected through purposive sampling. The inclusion criteria for subjects were as follows: having one of the specific learning disorders according to the records available at the diagnostic centers, consent of the students and parents to participate in the study program, lacking other mental or physical disorders that would prevent the student from attending, and continuous participation in intervention classes. The exclusion criteria for subjects to leave the study were incomplete records regarding one of the specific learning and attention disorders, parental dissatisfaction, the student's own unwillingness, absence from sessions for more than three consecutive sessions, and contracting viral or other contagious diseases during the intervention program. The research utilized the Academic Engagement Questionnaire (Schaufeli et al., 2002) and the Classroom–Related Emotions Scale (Pekrun et al., 2005). To conduct experimental interventions, the subtle mind games–based program was applied to the children in the experimental group during nine 60–minute sessions. A written statement of consent to participate in the research was received from the participants. To analyze the data, multivariate and univariate analysis of covariance were performed using SPSS software version 22, with a significance level of 0.05.
Results: The results showed that a training program based on subtle mind games had a significant effect on all components of academic engagement (vigor, dedication, absorption) and academic emotions (pleasure, anger, worry) in elementary school female students with learning and attention disorders (p < 0.001). The effect size values indicated that 62%, 58%, and 65% of the changes in vigor, dedication, and absorption at posttest were explained by receiving training, respectively. Additionally, 77%, 45%, and 70% of the changes in pleasure, anger, and worry at the posttest were attributed to receiving training, respectively.
Conclusion: Based on the findings of the present study, a program based on subtle mind games plays a significant role in enhancing the academic engagement and emotional well–being of elementary school female students with learning disabilities and attention deficit disorder. Therefore, these types of interventions can be incorporated into comprehensive educational and support programs in schools and healthcare centers.

Keywords: Subtle mind games, Academic engagement, Academic emotions, Learning disorder, Attention disorder

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Type of Study: Original Research Article | Subject: Psychology

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