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Impact of mindfulness-based strategy training on working memory in twice-exceptional students in Saudi Arabia

Bian Al-Otaibi, Sarah Abdullah Al-Rashidi, Atef Bahrawi

The Education and science journal July 23, 2025 DOI: 10.17853/1994-5639-2025-4330 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Randomized controlled trial Qualitative Peer reviewed
Population Twice-exceptional Saudi middle school students
Intervention Mindfulness-based cognitive interventions
Measures Digit Span test, Corsi Block-Tapping Test
Topics Meditation
Citations 1
Key findings Mindfulness-based cognitive interventions were associated with statistically significant improvements in verbal and visuospatial working memory among twice-exceptional Saudi middle school students, with significant differences between experimental and control groups at all three testing stages (p < 0.05). Qualitative interview analysis using NVivo software corroborated these results.

Abstract

Introduction . One of the most challenging tasks for a teacher is addressing the needs of students with twice-exceptionality, whose conflicting characteristics complicate the learning process. Implementing new strategies to foster a positive emotional environment and mitigate negative experiences for this group of students represents a promising approach that can enhance existing methods of positive psychology. Aim. This research aims to investigate the impact of mindfulness-based cognitive interventions on the efficiency of working memory in twice-exceptional Saudi middle school students. Methodology and research methods. The study involved the development of mindfulness strategies among the participants, followed by in-depth interviews to evaluate their perceptions of the results obtained. Measurements were conducted at three stages: prior to the intervention, midway through, and after its completion. To assess changes in verbal working memory, the Digit Span test was utilised, while the Corsi Block-Tapping Test was employed to evaluate visuospatial working memory. Results. Statistically significant differences ( p < 0.05) were observed between the experimental and control groups at all stages of testing, indicating the effectiveness of the employed methods. This finding was further corroborated by the results of a qualitative analysis conducted using NVivo software. Scientific novelty. For the first time, this study investigates the impact of mindfulness strategies on the cognitive functions and emotional well-being of a lesser-studied group of students, who often remain outside the scope of traditional pedagogical research. Practical significance. The results can be utilised to develop specialised programmes for gifted students with twice-exceptionalities. Recommendations are provided for training teachers in methods that adopt a deliberate approach to instructing this group of students.

Comparable studies

Other randomized controlled trials on meditation, most cited first.

Study Year Design Participants
Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment 2003 Randomized controlled trial n = 41
Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients 2000 Randomized controlled trial n = 145
Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults 2008 Randomized controlled trial n = 139
Short-term meditation training improves attention and self-regulation Undergraduate Chinese students 2007 Randomized controlled trial n = 40
Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients 2004 Randomized controlled trial n = 73

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