soheila babakhanzadeh; Parvin Ahteshamzadeh; Zahra Eftekharsaadi; saeed bakhtiyarpor; Ahmad Alipor
Abstract
This study done with the purpose of investigate the effectiveness metacognitive therapy with emphasis on executive functions on two variables of cognitive- attention syndrome and sense of coherence in anxious students. The statistical population of this study was all female high school students in the ...
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This study done with the purpose of investigate the effectiveness metacognitive therapy with emphasis on executive functions on two variables of cognitive- attention syndrome and sense of coherence in anxious students. The statistical population of this study was all female high school students in the Tehran, who were studying in the academic year of 1395-96 . The sample consisted of 20 anxious students who were selected by multistage purposive sampling. The research tools included Beck anxiety Inventory ( BAI; 1990 ), Antonovsky’s sense of coherence Inventory (SOC- 13 ,1993); Cognitive-Attention Syndrome Scale(CAS , Adrian Wells 2009) and the Meta-cognition questionnaire for adolescents(MCQ-A , 2004). Students responded to questions in three steps. Meta-cognitive therapy intervention (Adrian Wells, 2009) was conducted for seven sessions of 45-60 minutes and homework using the Tajhiz Sina’s WORKING MEMORY TRAINING Software(2010).Data analysis was carried out using parametric test, multivariate covariance analysis (MANCOVA). The results of the analysis showed that cognitive therapy, with emphasis on executive functions, reduced cognitive-Attention syndrome and improved the sense of coherence among students.
