Wish for Improve the Executive Functions and Reading Skills from the Meditation Cup in Students: Mindfulness Versus Sahaja Yoga Techniques

Dadashali, Somayeh; Hassanabadi, Hamidreza; Kadivar, Parvin; Heshmati, Rasoul; Kavousian, Javad

Volume 17, Issue 2 (12-2022) bjcp 2022, 17(2): 90-116 | Back to browse issues page

Wish for Improve the Executive Functions and Reading Skills from the Meditation Cup in Students: Mindfulness Versus Sahaja Yoga Techniques

Somayeh Dadashali¹

, Hamidreza Hassanabadi ^*

², Parvin Kadivar¹

, Rasoul Heshmati³

, Javad Kavousian¹

1- Department of Educational Psychology, Kharazmi University, Tehran, Iran
2- Department of Educational Psychology, Kharazmi University, Tehran, Iran , dr_hassanabadi@khu.ac.ir
3- Department of Psychology, Tabriz University, Tabriz, Iran

Abstract: (1310 Views)

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 experimental design with a one-month follow-up, 200 male and female students with academic failure from two schools volunteered to participate in the study in Tehran. They were introduced to the researcher by their teachers. Of these, 60 girls and 60 boys were selected for the study according to the inclusion and exclusion criteria. These girls and boys were randomly divided into three groups: mindfulness program (experimental group 1), Sahaja Yoga program (experimental group 2) and no intervention (control group). In total, 20 girls and 20 boys were placed in each group. After the end of intervention, all three groups in the post-test and follow-up stages completed the tests of reading skills based on Perls’ selective attention d2 and the Stroop test to measure inhibition. Results of mixed analysis of variance showed that meditation improved reading skills and executive function of students' selective attention and inhibition. This effect remained relatively stable over time. In addition, Sahaja Yoga intervention was more effective on reading skills and selective attention than mindfulness. The effect of time and the interaction effect of time × group were not significant for any of the dependent variables. It seems that meditation may be more suitable as it is easier to apply in various settings to reduce learning problems and applying academic skills and may be more available than other methods to professional and non-professional experts.

Keywords: Mindfulness, Sahaja Yoga, Executive Functions, Reading Skills, Comperhension of Text

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