The Impact of Mindfulness-Based Cognitive Therapy (MBCT) on the Executive Functions of Students with Sluggish Cognitive Tempo

Mindfulness-based cognitive therapy (MBCT) improved some executive functions in male middle school students with sluggish cognitive tempo. In a semi-experimental pre-test/post-test design with a control group, 30 students were randomly assigned to either MBCT (12 sessions) or a control group. Results showed significant improvements in planning, emotion regulation, and time management, but not in organization or behavior regulation. The authors suggest clinicians and educators use MBCT to enhance these specific executive functions in students with sluggish cognitive tempo symptoms.

Study at a glance

Abstract

The purpose of this study was to assess the efficacy of mindfulness-based cognitive therapy (MBCT) in enhancing the executive functions of students with sluggish cognitive tempo. The study was conducted using a semi-experimental method that involved a pre-test and post-test design and a control group. The study population consisted of all male students in the first year of secondary school in Tabriz in 2022-2023 who had a sluggish cognitive tempo. Thirty students with sluggish cognitive tempo were randomly assigned to two experimental and control groups from this population, as determined by purposeful sampling. The experimental group received mindfulness-based cognitive therapy program in 12 sessions. The data was collected using the sluggish cognitive tempo Scale (SCTS) and executive skills questionnaire (ESQ-R) .The present research data were analyzed using multi-variance covariance analysis. The data analysis was conducted using SPSS-25 software. The results showed that the mindfulness-based cognitive therapy demonstrated a significant effect on the three components of planning, emotion regulation, and time management (p<0.05). However, the component of organization and behavior regulation did not experience any substantial impact. Therefore, it is recommended that clinicians and educators implement mindfulness-based cognitive therapy to enhance the executive functions of students with symptoms of sluggish cognitive tempo. This is due to the fact that the intervention had a positive effect on planning, emotional regulation, and time management.