Neuropsychology
Akram Azarnia; Kamran Yazdanbakhsh; Asie Moradi
Abstract
Objective: The present study was conducted with the aim of investigating the effectiveness of mindfulness training based on virtual reality on improving the cognitive regulation of emotions in students with specific learning disabilities. Method: The research was semi-experimental with a pre-test, post-test ...
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Objective: The present study was conducted with the aim of investigating the effectiveness of mindfulness training based on virtual reality on improving the cognitive regulation of emotions in students with specific learning disabilities. Method: The research was semi-experimental with a pre-test, post-test and a two-month follow-up design. The statistical population was female students with math learning disorders in Kermanshah learning disorder centers. A cognitive emotion regulation questionnaire was administered to students, and among those who met the criteria for entering the research, 24 students were selected by purposeful sampling and randomly placed in two groups of 12 people, experimental and control. The experimental group underwent 10 sessions of mindfulness training based on virtual reality, but the group did not receive the training certificate. One week after the last training session, a post-test was conducted and two months later, a follow-up test was conducted. Data were analyzed using repeated measures analysis of variance. The results showed that mindfulness training has improved students' cognitive emotion regulation (P<0.001) and these effects were stable in the follow-up phase. Since mindfulness training based on virtual reality improves the cognitive regulation of these students' emotions, this efficient method can be used to improve the cognitive regulation of these students.
