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The Effectiveness of Brain-Based Executive Functioning Training on Cognitive-Attention Syndrome in Students with Social Anxiety
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Zohreh Hashemi1    , Sanaz Einy2 , Sanaz Einy3 |
1- university of maragheh , zhashemi1320@gmail.com
2- university of tabriz
3- university of ardabil |
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Abstract: (1755 Views) |
Abstract
Introduction: The purpose of this study was to investigate the effectiveness of techniques based on executive functions of the brain on cognitive-attention syndrome in students with social anxiety.
Methods: The statistical population was all high school male students of Talent in Maragheh who were studying in the academic year 97-96. The sample consisted of 20 students with social anxiety who were selected by purposeful sampling method. Research tools were SPIN Social Anxiety Questionnaire, Cognitive-Attention Syndrome Scale (CAS, 2009) and Meta-Cognition Questionnaire for Adolescents (MCQ-A, 2004). The metacognitive intervention was focused on the executive functions of the brain during seven sessions of 45-60 minutes and homework through the Active-Memory Recovery Software (2010) for the experimental group. Data were analyzed by multivariate covariance analysis.
Results: The results showed that there was a significant difference between pre-test and post-test scores (p <0.05). This result indicates that meta-cognitive intervention has a significant effect on studentschr('39') social anxiety and has improved their social anxiety.
Conclusions: The results showed that metacognitive therapy, with emphasis on the executive functions of the brain, reduces cognitive-attention syndrome in students with social anxiety.
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| Keywords: Cognitive-Attention Syndrome, Executive Function, and Social Anxiety |
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Full-Text [PDF 467 kb]
(1143 Downloads)
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Article Type: Original Research |
Subject:
New Approaches to Curriculum Design
Received: 2019/10/26 | Accepted: 2021/07/26 | Published: 2022/05/31
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