XML Persian Abstract Print

1- Kharazmi University , dr_hassanabadi@khu.ac.ir
2- Kharazmi University
3- Tabriz University
Abstract:   (464 Views)
The research literature has documented that deficits in executive functions are associated with reading and comprehension problems, and the emerging methods of transcendental meditation are considered simpler and more accessible methods to reduce the costs of intervention in such problems. The aim of the present study was to improve reading skills by improving effective mechanisms including selective attention and inhibition using mindfulness and Sahaja Yoga techniques in a group of fifth grade students with academic and attention problems. In a post-test experimantal design with a one-month follow-up, 200 male and female students from two schools volunteered to participate in the study. Among them, 60 girls and 60 boys were separated for intervention according to the entry and exit criteria. These boys and girls were randomly divided into three groups (20 girls and 20 boys in each group). During the intervention process, the first experimental group received the mindfulness program, the second experimental group received the Sahaja Yoga program, and the control group did not receive training. After the end of the intervention, all three groups in the post-test and follow-up stages completed reading and selective attention d2 and Stroop (to measure inhibition) tests. The results of the mixed analysis of variance showed that transcendental meditation methods improved the reading skills and executive functions of students' selective attention and inhibition, and the effect of the intervention remained relatively stable over time. In addition, the results showed that Sahaja Yoga intervention was more effective on reading skills and selective attention compared to mindfulness intervention. The effect of time and the interaction effect of time × group were not significant for any of the dependent variables. It seems that transcendental meditation methods can be more suitable and easier interventions available to professional and non-professional experts in reducing learning problems and applying academic skills.
Type of Study: Research | Subject: Special
Received: 2023/12/9 | Accepted: 2024/01/7

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.