Volume 6, Issue 2 (June 2024)
IEEPJ 2024, 6(2): 351-364 |
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Rahaie A, Taghvaei A. (2024). The Effectiveness of the Training based on Executive Functions on Student's Mental Vitality. IEEPJ. 6(2), 351-364.
URL: http://ieepj.hormozgan.ac.ir/article-1-706-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-706-en.html
1- Ph.D. Student of Curriculum Planning, Kharazmi University, Tehran, Iran
2- Department of Educational and Psychology, University of Yasouj, Yasouj, Iran ,taghvaei.ali2@gmail.com
2- Department of Educational and Psychology, University of Yasouj, Yasouj, Iran ,
Abstract: (2122 Views)
Objective: This research was conducted with the primary objective of examining the efficacy of a training program focused on enhancing executive function skills on the Mental Vitality of students.
Methods: To achieve this aim, a quasi-experimental research design was employed, implementing a pretest-posttest approach with the inclusion of a control group. The target population for this study consisted of all male fifth-grade students in Shahreza, Iran, during the academic year 2020-2021. Utilizing the available sampling method, a total of 40 students, including a primary school boy, were randomly chosen to participate in the study. These participants were then divided into two groups of equal size, each comprising 20 individuals, with one group designated as the experimental group and the other as the control group. The experimental group underwent a series of 10 training sessions focused on improving executive functions, while the control group did not partake in any intervention activities. Data collection procedures involved administering Ryan and Frederick's (1997) Mental Vitality scale to all participants in both groups during the pre-test and post-test phases. Subsequently, the collected data underwent analysis utilizing the ANCOVA statistical method.
Results: Analysis of the results revealed a significant enhancement in Mental Vitality among students in the experimental group following the executive function-based training compared to those in the control group during the post-test assessment (P<0.05).
Conclusions: These findings suggest that integrating training programs centered on executive functions can effectively enhance students' Mental Vitality within school and educational settings.
Methods: To achieve this aim, a quasi-experimental research design was employed, implementing a pretest-posttest approach with the inclusion of a control group. The target population for this study consisted of all male fifth-grade students in Shahreza, Iran, during the academic year 2020-2021. Utilizing the available sampling method, a total of 40 students, including a primary school boy, were randomly chosen to participate in the study. These participants were then divided into two groups of equal size, each comprising 20 individuals, with one group designated as the experimental group and the other as the control group. The experimental group underwent a series of 10 training sessions focused on improving executive functions, while the control group did not partake in any intervention activities. Data collection procedures involved administering Ryan and Frederick's (1997) Mental Vitality scale to all participants in both groups during the pre-test and post-test phases. Subsequently, the collected data underwent analysis utilizing the ANCOVA statistical method.
Results: Analysis of the results revealed a significant enhancement in Mental Vitality among students in the experimental group following the executive function-based training compared to those in the control group during the post-test assessment (P<0.05).
Conclusions: These findings suggest that integrating training programs centered on executive functions can effectively enhance students' Mental Vitality within school and educational settings.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/05/6 | Accepted: 2023/11/22 | Published: 2024/06/1
Received: 2023/05/6 | Accepted: 2023/11/22 | Published: 2024/06/1
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