Studying the effect of two intervention methods on the changes of students with problems

Comparison of the effectiveness of training based on subtle mental games and mindfulness on academic engagement, academic emotions and academic self-efficacy of students with learning disorders and attention disorders of elementary school girls in Urmia city.

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20241123063817N1

Enrollment

Registered

2025-01-19

Start date

2023-05-06

Completion date

Unknown

Last updated

2025-02-03

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

The Effectiveness of a Subtle Mind Games-Based Program on Academic Engagement and Academic Emotions of Primary School Girls with Learning Disabilities and Attention Disorders in Urmia City.

Interventions

Control group: It does not receive any interference..

Eligibility

Sex/Gender

Female

Age

9 Years to 12 Years

Inclusion criteria

Inclusion criteria: Having one of the special learning problems Having a diagnostic record in learning disorders centers informed consent of students informed consent of student's parents

Exclusion criteria

Exclusion criteria: Absence of more than two sessions contracting a specific and contagious disease during the intervention Reluctance to continue

Design outcomes

Primary

Measure	Time frame
Academic engagement,. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Academic engagement Questionnaire by Shafli et al.(2002).;Academic self efficacy. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Self-efficacy Questionnaire (Midgley et al, 2000).;Academic emotions. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Class-Related Emotions Scale.	—

Measure

Time frame

Academic engagement,. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Academic engagement Questionnaire by Shafli et al.(2002).;Academic self efficacy. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Self-efficacy Questionnaire (Midgley et al, 2000).;Academic emotions. Timepoint: Measurement of dependent variables/outcome at the beginning of the intervention and after the completion of the sessions (about 2 months later). Method of measurement: Class-Related Emotions Scale.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactGiti zyaie

Islamic Azad University

drgitazy@gmail.com+98 44 3384 5443

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026