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Effects of Mindfulness E-Activities on Academic Resilience in ADD/ADHD Students

Abdulaziz R. Alamro, Talal M. Alsaif, Hanan M. Diab, Usama M. Ibrahem

Journal of Disability Research 2025 DOI: 10.57197/jdr-2025-0005 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Semi-experimental study with randomized experimental and control groups Peer reviewed
Sample size 50
Population University students with ADHD (hyperactive and distracted) who scored above 60 on an adult ADHD self-estimation scale
Topics Meditation
Key findings Mindfulness-based online activities significantly improved academic buoyancy in students with ADHD compared with a control group, and gains were significantly greater at follow-up than at post-intervention. The authors propose that universities can use such e-activities to help these students overcome academic problems.

Abstract

The purpose of this study is to investigate how students with attention deficit disorder (ADD)/attention-deficit hyperactivity disorder (ADHD) feel about their academic prospects after engaging in mindfulness-based online activities. The study aimed to identify the effect of e-activities based on mindfulness on the academic buoyancy of students with ADHD. The study employed a semi-experimental approach to investigate the impact of e-activities based on mindfulness on enhancing the academic buoyancy of university students diagnosed with ADHD. The participants were 50 hyperactive and distracted students. On an achievement test, they scored over 60 on the self-estimation scale for adults with ADHD. Two experimental groups were randomly assigned. Twenty-five are the electronic activity group and 25 are the control group. The study found that there were statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement in academic buoyancy in favor of the experimental group. Also, the study found that there are statistically significant differences between the mean scores of the experimental group in academic buoyancy in the post and follow-up measurements in favor of the follow-up measurement. The results can help those in charge of university education to take advantage of e-activities to improve the academic buoyancy of these students. Also, providing e-activities that can be used with students with ADHD to overcome academic problems they face and improve their academic level.

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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