Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 0-0 |
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Research code: IR.US.PSYEDU.REC.1402.079
Ethics code: IR.US.PSYEDU.REC.1402.079
Clinical trials code: IR.US.PSYEDU.REC.1402.079
Shahid Bahonar University, Kerman, Iran , hchari@shirazu.ac.ir
Abstract: (331 Views)
Background: The purpose of the current research was the effectiveness of mindfulness training and tDCS on meta- memory in adolescents.
Methods: In order to conduct the present semi-experimental research, which was carried out with a pre-test-post-test design with a control group, 60 male students were selected as a sample from among the ninth grade male students of Bowanat city who were studying in 1402-1403 and were randomly assigned to three mind training groups. Consciousness, tDCS and control were divided. Then the subjects of the mindfulness training group received 8 sessions of mindfulness training, one session for 45 minutes each week, and the subjects of the tDCS group received 8 stimulation sessions, 2 times per week for 30 minutes of transcranial direct current stimulation on the dorsal cortex. They received the frontal side, and the subjects of the control group did not receive any training or stimulation. Before and after the completion of the training and stimulation, all three groups completed the adolescent’s meta-memory scale. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, univariate and multivariate covariance analysis.
Results: The results showed that both mindfulness training methods and tDCS were effective on meta- memory.
Conclusion: In general, we can say that mindfulness training and tDCS, each in their own place, can improve meta- memory.
Methods: In order to conduct the present semi-experimental research, which was carried out with a pre-test-post-test design with a control group, 60 male students were selected as a sample from among the ninth grade male students of Bowanat city who were studying in 1402-1403 and were randomly assigned to three mind training groups. Consciousness, tDCS and control were divided. Then the subjects of the mindfulness training group received 8 sessions of mindfulness training, one session for 45 minutes each week, and the subjects of the tDCS group received 8 stimulation sessions, 2 times per week for 30 minutes of transcranial direct current stimulation on the dorsal cortex. They received the frontal side, and the subjects of the control group did not receive any training or stimulation. Before and after the completion of the training and stimulation, all three groups completed the adolescent’s meta-memory scale. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, univariate and multivariate covariance analysis.
Results: The results showed that both mindfulness training methods and tDCS were effective on meta- memory.
Conclusion: In general, we can say that mindfulness training and tDCS, each in their own place, can improve meta- memory.
Type of Study: Research |
Subject:
Clinical Psychiatry
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