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The Effectiveness of a Mindfulness-Based Cognitive Therapy Training Program on Executive Functions and Sustained Attention in Children with Learning Disorders | ||
| Cognitive Science Research | ||
| دوره 2، شماره 1 - شماره پیاپی 5، خرداد 2026، صفحه 24-33 اصل مقاله (782.55 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22059/jcsr.2025.407689.1030 | ||
| نویسندگان | ||
| Batool Zare1؛ Rezaali Tarkhan* 2؛ Sana Najafi3 | ||
| 1Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| 2Department of Educational Sciences, Faculty of Educational Sciences, University of Shahed, Tehran, Iran. | ||
| 3Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran. Iran. | ||
| چکیده | ||
| Executive function deficits are among the most common cognitive difficulties experienced by children with learning disorders and are associated with poor academic achievement, impaired emotional regulation, and difficulties in everyday functioning. Mindfulness-Based Cognitive Therapy (MBCT) has been proposed as a promising intervention for improving cognitive and emotional functioning in this population. Therefore, the present study investigated the effectiveness of an MBCT training program on executive functions and sustained attention in children with learning disorders. A quasi-experimental pretest–posttest design with a control group was employed. Thirty children aged 9–12 years diagnosed with learning disorders were selected from the Learning Disorders Clinic of the Faculty of Psychology and Educational Sciences, University of Tehran, and randomly assigned to an experimental group (n = 15) or a control group (n = 15). The experimental group participated in twelve weekly 90-minute MBCT sessions, whereas the control group received no intervention. Data were collected using the Executive Skills Questionnaire–Revised (ESQ-R) and the Integrated Visual and Auditory Continuous Performance Test (IVA) and analyzed using multivariate analysis of covariance (MANCOVA). The findings indicated that MBCT significantly improved planning, emotional regulation, and time management compared with the control group. However, no significant effects were found for organization, behavioral regulation, or sustained attention. These findings suggest that MBCT is an effective intervention for enhancing specific components of executive functioning in children with learning disorders. Incorporating mindfulness-based interventions into educational and clinical settings may strengthen self-regulatory and cognitive abilities, thereby improving academic performance and psychological functioning in this population. | ||
| کلیدواژهها | ||
| Executive Functions؛ Learning Disorder؛ Mindfulness-Based Cognitive Therapy؛ Sustained Attention | ||
| مراجع | ||
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