Designing and Evaluating the Effectiveness of Mindfulness-Based Training Package on Procrastination, Self-Efficacy and Academic Motivation of Children with Sluggish Cognitive Tempo

Document Type : Research Article

Authors

1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran.

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran

3 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran

Abstract

Objective: The present study was conducted with the aim of evaluating the effectiveness of mindfulness-based training package on procrastination, self-efficacy and academic motivation of children with sluggish cognitive tempo.
Methods: This study was implemented within the framework of a single -subject experimental design with multiple baselines. The sample consisted of 5 children aged 10 to 14 years with sluggish cognitive tempo symptoms, living in Tabriz City in the 2022-2023 academic year, who were selected by purposeful sampling method and using diagnostic tools (structured clinical interview and measure of sluggish cognitive tempo). The samples received mindfulness training for 12 sessions, and all of them were evaluated in three stages (baseline, treatment and follow-up) using the procrastination assessment scale-students (Solomon and Rothblum, 1986), student efficacy scale (Jinks and Morgan, 1999) and academic motivation scale (Vallerand et al., 1992). For data analysis, the indicators of trend change, slopeIn and review of charts were used; also to determine the clinical significance, recovery percentage and effect size were used.
Results: The results showed that mindfulness-based therapy reduced academic procrastination and increased self-efficacy and academic motivation of children with sluggish cognitive tempo with a large effect size. Also, the calculated average recovery percentage showed the clinical significance of changes in self-efficacy and academic motivation and the clinical non-significance changes in academic procrastination.
Conclusions: According to the results of this study, it can be said that mindfulness training has practical implications in improving the academic performance of children with sluggish cognitive tempo and is recommended for clinicians.

Keywords

Main Subjects

References

Aksu, Ç., & Ayar, D. (2023). The effects of visualization meditation on the depression, anxiety, stress and achievement motivation levels of nursing students. Nurse Education Today, 120, 105618.
https://doi.org/10.1016/j.nedt.2022.105618
Ataei, F., Ahmadi, A., Kiamanesh, A., & Saif, A. (2020). The effectiveness of mindfulness practice in increasing academic motivation among high school students. Journal of School Psychology, 8(4), 176-199. [In Persian]
Barkley, R. A. (2012). Distinguishing sluggish cognitive tempo from attention-deficit/hyperactivity disorder in adults. Journal of Abnormal Psychology, 121(4), 978.
https://doi.org/10.1037/a0023961
Barkley, R. A. (2013). Distinguishing sluggish cognitive tempo from ADHD in children and adolescents: executive functioning, impairment, and comorbidity. Journal of Clinical Child and Adolescent Psychology, 42, 161-173. https://doi.org/10.1080/15374416.2012.734259
Bavazin, F., Sepahvandi, M. A., & Ghazanfari, F. (2018). The effectiveness of communication skills training on academic self-efficacy and social phobia in adolescent females with depression. Iranian Journal of Psychiatric Nursing, 6(3), 18-25. [In Persian]
Becker, S. P., & Barkley, R. A. (2021). Field of daydreams? Integrating mind wandering in the study of sluggish cognitive tempo and ADHD. JCPP Advances, 1(1), e12002.
https://doi.org/10.1111/jcv2.12002
Becker, S. P., & Langberg, J. M. (2013). Sluggish cognitive tempo among young adolescents with ADHD: Relations to mental health, academic, and social functioning. Journal of attention disorders, 17(8), 681-689. https://doi.org/10.1177/1087054711435411
Becker, S. P., Epstein, J. N., Burns, G. L., Mossing, K. W., Schmitt, A. P., Fershtman, C. E., ... & Tamm, L. (2022). Academic functioning in children with and without sluggish cognitive tempo. Journal of School Psychology, 95, 105-120. https://doi.org/10.1016/j.jsp.2022.10.001
Becker, S. P., Fredrick, J. W., Foster, J. A., Yeaman, K. M., Epstein, J. N., Froehlich, T. E., & Mitchell, J. T. (2022). "My mom calls it Annaland": A qualitative study of phenomenology, daily life impacts, and treatment considerations of sluggish cognitive tempo. Journal of Attention Disorders, 26(6), 915-931. https://doi.org/10.1177/10870547211050946
Becker, S. P., Garner, A. A., Tamm, L., Antonini, T. N., & Epstein, J. N. (2019). Honing in on the social difficulties associated with sluggish cognitive tempo in children: Withdrawal, peer ignoring, and low engagement. Journal of Clinical Child & Adolescent Psychology, 48(2), 228-237.
https://doi.org/10.1080/15374416.2017.1286595
Becker, S. P., Leopold, D. R., Burns, G. L., Jarrett, M. A., Langberg, J. M., Marshall, S. A., ... & Willcutt, E. G. (2016). The internal, external, and diagnostic validity of sluggish cognitive tempo: A meta-analysis and critical review. Journal of the American Academy of Child & Adolescent Psychiatry, 55(3), 163-178. https://doi.org/10.1016/j.jaac.2015.12.006
Bedel, E. F. (2016). Exploring Academic Motivation, Academic Self-efficacy and Attitudes toward Teaching in Pre-service Early Childhood Education Teachers. Journal of Education and Training Studies, 4(1), 142-149.https://doi.org/10.11114/jets.v4i1.561
Blanchard, E. B., & Schwarz, S. P. (1988). Clinically significant changes in behavioral medicine. Behavioral Assessment.
Burdick, D. (2017). Mindfulness for teens with ADHD: A skill-building workbook to help you focus and succeed. New Harbinger Publications.
Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and individual differences, 20(1), 19-24.
https://doi.org/10.1016/j.lindif.2009.10.002
Firoozehchi, Z. R., Mashhadi, A., & Bigdeli, I. (2023). The comparison of sluggish cognitive tempo, processing speed, and executive functions in female children with specific learning disabilities and typically developing female children: A pilot study. Applied Neuropsychology: Child, 12(1), 1-8.
https://doi.org/10.1080/21622965.2021.2007097
Fjorback, L. O., Arendt, M., Ørnbøl, E., Fink, P., & Walach, H. (2011). Mindfulness‐Based Stress Reduction and Mindfulness‐Based Cognitive Therapy-a systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica, 124(2), 102-119.
https://doi.org/10.1111/j.1600-0447.2011.01704.x
Fredrick, J. W., & Becker, S. P. (2023). Sluggish Cognitive Tempo (Cognitive Disengagement Syndrome) and academic functioning: A systematic review and agenda for future research. Clinical Child and Family Psychology Review, 26(1), 82-120. https://doi.org/10.1007/s10567-022-00411-6
Göbel, K. (2023). Mental health from a Person-centred Perspective: Analyzing mental health problems, risk factors and outcomes in children, adolescents and young adults (Doctoral dissertation).
Godoy, V. P., Serpa, A. L. D. O., Fonseca, R. P., & Malloy-Diniz, L. F. (2023). Executive Functions Contribute to the Differences Between ADHD and Sluggish Cognitive Tempo (SCT) in Adults. Journal of Attention Disorders, 27(6), 623-634. https://doi.org/10.1177/10870547231153948
Hanley, A. W., Palejwala, M. H., Hanley, R. T., Canto, A. I., & Garland, E. L. (2015). A failure in mind: Dispositional mindfulness and positive reappraisal as predictors of academic self-efficacy following failure. Personality and Individual Differences, 86, 332-337.
https://doi.org/10.1016/j.paid.2015.06.033
Jarrett, M. A., Rapport, H. F., Rondon, A. T., & Becker, S. P. (2017). ADHD dimensions and sluggish cognitive tempo symptoms in relation to self-report and laboratory measures of neuropsychological functioning in college students. Journal of Attention Disorders, 21(8), 673-683.
https://doi.org/10.1177/1087054714560821
Javadi, A., & Faryabi, R. (2016). Relationship between motivation and academic performance in students at Birjand University of Medical Sciences. Education Strategies in Medical Sciences, 9(2), 142-149. [In Persian]
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The clearing house, 72(4), 224-230. https://doi.org/10.1080/00098659909599398
Jokaar, B., & Delaavarpour, M. (2008). The relationship between educational procrastination and goal orientation. New Thoughts on Educatio, 3(3-4), 61-80.
Karimi, K., Kavousian, J., Karamati, H., Arabzadeh, M., & Ramezani, V. (2017). Structural model of perfectionism, academic motivation and psychological well-being in high school students. Journal of Applied Psychology, 10(4), 311-327. [In Persian].
Khanjani, Z., Mohammadi, E., & Shadbafi, M. (2020). The prediction of children's accident proneness based on attention deficit hyperactivity disorder and sluggish cognitive tempo symptoms: the mediating role of sensitivity to reward and punishment. Quarterly journal of child mental health, 7(1), 44-56. [In Persian]. https://doi.org/10.29252/jcmh.7.1.5
King, R. B., McInerney, D. M., Ganotice Jr, F. A., & Villarosa, J. B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72. https://doi.org/10.1016/j.lindif.2015.03.005
Lagacé-Leblanc, J., Massé, L., & Rousseau, N. (2022). Academic Impairments Faced by College Students with Attention-Deficit Hyperactivity Disorder: A Qualitative Study. Journal of Postsecondary Education and Disability, 35(2), 131-144.
Langberg, J. M., Becker, S. P., & Dvorsky, M. R. (2014). The association between sluggish cognitive tempo and academic functioning in youth with attention-deficit/hyperactivity disorder (ADHD). Journal of Abnormal Child Psychology, 42(1), 91-103. https://doi.org/10.1007/s10802-013-9722-3
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Leikauf, J. E., & Solanto, M. V. (2017). Sluggish cognitive tempo, internalizing symptoms, and executive function in adults with ADHD. Journal of Attention Disorders, 21(8), 701-711.
https://doi.org/10.1177/1087054716682337
Lin, J. W., & Mai, L. J. (2018). Impact of mindfulness meditation intervention on academic performance. Innovations in Education and Teaching International, 55(3), 366-375.
https://doi.org/10.1080/14703297.2016.1231617
Lina, M., Yang, L., & Qing, G. (2023). The mediating effect of achievement motivation on mindfulness and procrastination behavior of nursing students: A correlational study. Medicine, 102(12). https://doi.org/10.1097/MD.0000000000033327
Mann, L. (2016). Procrastination revisited: a commentary. Australian Psychologist, 51(1), 47-51.
https://doi.org/10.1111/ap.12208
Mayes, S. D., Waschbusch, D. A., Mattison, R. E., Kallus, R., Baweja, R., Fernandez-Mendoza, J., & Calhoun, S. L. (2022). Stability of sluggish cognitive tempo compared to externalizing and internalizing parent symptom ratings from age 9 to 8-years follow-up in a population-based sample. Journal of Psychopathology and Behavioral Assessment, 44(4), 913-923.
https://doi.org/10.1007/s10862-022-09977-5
Mohammadkhani, P., Forouzan, A. S., Hooshyari, Z., & Abasi, I. (2020). Psychometric properties of Persian version of structured clinical interview for DSM-5-research version (SCID-5-RV): a diagnostic accuracy study. Iranian Journal of Psychiatry and Behavioral Sciences, 14(2).
https://doi.org/10.5812/ijpbs.100930
Mousavi, S. A., Zare-Moghaddam, A., Gomnam, A., & Hasani, F. (2019). Mindfulness from theory to therapy. Rooyesh-e-Ravanshenasi Journal (RRJ), 8(1), 155-170. [In Persian].
Mrazek, M. D., Zedelius, C. M., Gross, M. E., Mrazek, A. J., Phillips, D. T., & Schooler, J. W. (2017). Mindfulness in education: Enhancing academic achievement and student well-being by reducing mind-wandering. In Mindfulness in social psychology (pp. 139-152). Routledge.
https://doi.org/10.4324/9781315627700-10
Nelson, J. M., & Lovett, B. J. (2023). Sluggish Cognitive Tempo (SCT), Comorbid Psychopathology, and Functional Impairment in College Students: The Clinical Utility of SCT Subfactors. Journal of Attention Disorders, 27(3), 313-323. https://doi.org/10.1177/10870547221142458
Penny, A. M., Waschbusch, D. A., Klein, R. M., Corkum, P., & Eskes, G. (2009). Developing a measure of sluggish cognitive tempo for children: content validity, factor structure, and reliability. Psychological assessment, 21(3), 380. https://doi.org/10.1037/a0016600
Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. The scholarship of teaching and learning in higher education: An evidence-based perspective, 731-810. https://doi.org/10.1007/1-4020-5742-3_16
Pourabdol, S., Sobhi Gharamaleki, N., Ghaedi, G., & Nabidoost, A. (2020). Effectiveness of emotion regulation training in decreasing educational burnout and academic procrastination among students with specific learning disorder (SLD). Biquarterly Journal of Cognitive Strategies in Learning, 7(13), 49-68. [In Persian]
Roux, B. (2021). Mindfulness-Based Interventions among adolescents with behavior disorders: feasibility, efficacy and psychological processes (Doctoral dissertation, UCL-Université Catholique de Louvain).
Salahi Esfahani, N., & Izadi, R. (2022). Effectiveness of Adolescent-Based Mindfulness Treatment in the Mind Wandering and Depression. Journal of Research in Behavioural Sciences, 20(2), 294-304. https://doi.org/10.52547/rbs.20.2.294
Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., & Ferrari, J. R. (2004). Counseling the procrastinator in academic settings. American Psychological Association. (pp. 3-17).
https://doi.org/10.1037/10808-000
Sheikhalizadeh, S., bayrami, M., hashemi, T., & vahedi, S. (2019). The Effectiveness of Mindfulness Techniques Training on Academic vitality by moderating roles of Student Social Achievement Goals. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 127-148. [In Persian]
Smith, Z. R., & Langberg, J. M. (2017). Predicting academic impairment and internalizing psychopathology using a multidimensional framework of sluggish cognitive tempo with parent-and adolescent reports. European Child & Adolescent Psychiatry, 26(9), 1141-1150.
https://doi.org/10.1007/s00787-017-1003-1
Smith, Z. R., Breaux, R. P., Green, C. D., & Langberg, J. M. (2019). Evaluation of the interplay between homework motivation and sluggish cognitive tempo in youth with ADHD: Associations with homework performance. Journal of Attention Disorders, 23(11), 1262-1273.
https://doi.org/10.1177/1087054718763722
Soleimani Rad, H., Samadi, S., Sirois, F. M., & Goodarzi, H. (2023). Mindfulness intervention for academic procrastination: A randomized control trial. Learning and Individual Differences, 101, 102244. https://doi.org/10.1016/j.lindif.2022.102244
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503.
https://doi.org/10.1037/0022-0167.31.4.503
Tamm, L., Brenner, S. B., Bamberger, M. E., & Becker, S. P. (2018). Are sluggish cognitive tempo symptoms associated with executive functioning in preschoolers?. Child Neuropsychology, 24(1), 82-105. https://doi.org/10.1080/09297049.2016.1225707
Tavakoli, O., Ebrihimi, S. (2020). The effectiveness of mindfulness-based cognitive therapy (MBCT) on academic motivation, self-efficacy and academic procrastination of students. Journal of new developments in psychology, educational sciences and education, 3(28), 27-41. [In Persian]
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
Wood, W. L., Lewandowski, L. J., Lovett, B. J., & Antshel, K. M. (2017). Executive dysfunction and functional impairment associated with sluggish cognitive tempo in emerging adulthood. Journal of Attention Disorders, 21(8), 691-700. https://doi.org/10.1177/1087054714560822
Yazıcı, H., & Bulut, R. (2015). Investigation into the academic procrastination of teacher candidates' social studies with regard to their personality traits. Procedia-Social and Behavioral Sciences, 174, 2270-2277. https://doi.org/10.1016/j.sbspro.2015.01.886
Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 107-126

Files

Share

How to cite

Statistics