پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 162 |
| تعداد شمارهها | 6,693 |
| تعداد مقالات | 72,239 |
| تعداد مشاهده مقاله | 129,214,968 |
| تعداد دریافت فایل اصل مقاله | 102,043,230 |
Comparison of the Effectiveness of Intensive Aerobic Exercise, Mindfulness Training, and a Integration of Exercise and Mindfulness on the Academic Performance of Fourth-Grade Elementary Students. | ||
| Cognitive Science Research | ||
| مقاله 5، دوره 1، شماره 1، خرداد 2025، صفحه 45-61 اصل مقاله (1.08 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22059/jcsr.2025.101143 | ||
| نویسندگان | ||
| Fereshteh Mohammadi1؛ mohammad Javadipour* 1؛ Ali Nori2 | ||
| 1Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| 2Department of Educational Science, Faculty of Humanities, Malayer University, Malayer, Iran. | ||
| چکیده | ||
| The aim of this research was to compare the effectiveness of an aerobic exercise program, a mindfulness training program, and a integration of aerobic exercise and mindfulness training on the academic performance of fourth-grade female students. The research method was quasi-experimental with a pre-test and post-test design including a control group. The statistical population consisted of all fourth-grade female students from public elementary schools in Amol city during the academic year 2020-2021, from which 90 students were selected through convenience sampling and assigned to four groups: aerobic exercise program, mindfulness training, integration of aerobic exercise and mindfulness, and a control group (each experimental group consisting of 23 participants and the control group consisting of 21 participants). Subsequently, 18 sessions of 30-minute training were designed and conducted every other day. To collect data in the pre-test and post-test, the Academic Performance Questionnaire by Fam and Taylor (EPT) was used. The data were analyzed using multivariate analysis of covariance and SPSS22 software. The results indicated a significant difference in the academic performance of participants in all three groups: aerobic exercise program (Eta=0.59), mindfulness training (Eta=0.49), and the integration of aerobic exercise and mindfulness (Eta=0.56) compared to the control group (P≤0.05). However, participants in the integration group of aerobic exercise and mindfulness performed better than the other two training groups. These results suggest that integrating mindfulness training and aerobic exercise can be an effective strategy for improving the academic performance of fourth-grade female students. | ||
| کلیدواژهها | ||
| academic performance؛ integration of exercise and mindfulness؛ mindfulness؛ physical training؛ quasi-experimental design with pre-test and post-test with a control group | ||
| مراجع | ||
|
Dortaj, fariborz. Delavar, ali. (2005). The effect of process and product mental simulation on improving students' academic performance and progress. New Educational Thoughts, 1(2),7
Adams, A. B. (2015). Developing Executive Functions through Mindfulness Training in School-Aged Children. Doctor of Psychology (PsyD). Psychology. College of Osteopathic Medicine. Philadelphia. USA. https://digitalcommons.pcom.edu/psychology_dissertations/330
Alderman, B. L., Olson, R. L., Brush, C. J., & Shors, T. J. (2016). MAP training: combining meditation and aerobic exercise reduces depression and rumination while enhancing synchronized brain activity. Translational psychiatry, 6(2), e726-e726. https://doi.org/10.1038/tp.2015.225
Bóo, S. J., Childs-Fegredo, J., Cooney, S., Datta, B., Dufour, G., Jones, P. B., & Galante, J. (2020). A follow-up study to a randomized control trial to investigate the perceived impact of mindfulness on academic performance in university students. Counselling and Psychotherapy Research, 20(2), 286-301.
Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Gabrieli, C. F., & Gabrieli, J. D. (2019). Greater mindfulness is associated with better academic achievement in middle school. Mind, Brain, and Education, 13(3), 157-166.
Chetlen, A. L., Chan, T. L., Ballard, D. H., Frigini, L. A., Hildebrand, A., Kim, S. & Ganeshan, D. (2019). Addressing burnout in radiologists. Academic radiology, 26(4), 526-533.
De Greeff, J.W.; Bosker, R.J.; Oosterlaan, J.; Visscher, C.; Hartman, E. (2018).Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. J. Sci. Med. Sport, 21, 501–507.
Donnelly, J.E.; Hillman, C.H.; Castelli, D.; Etnier, J.L.; Lee, S.; Tomporowski, P.; Lambourne, K.; Szabo-Reed, A.N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Med. Sci. Sport. Exerc. 48, 1197–1222.
Dortaj, fariborz. Delavar, ali. (2005). The effect of process and product mental simulation on improving students' academic performance and progress. New Educational Thoughts, 1(2),7
Grain, H. M. J. S., Al-gburi, G., Suleiman, O. W., Alghazali, T., Kadhim, A. J., Hassan, A. Y., & Dawood, I. I. (2022). Impact of English Language Proficiency, Multilingualism and Perceived Language Difficulties on International Student's Academic Performance in Iraq. Eurasian Journal of Applied Linguistics, 8(2), 160-170. https://eric.ed.gov/?id=EJ1374612
Komarudin, K., García-Jiménez, J. V., Saryono, S., Meikahani, R., Iswanto, A., Perdana, S., & Pamungkas, G. (2023). The relationship between physical activity and academic performance on elementary school students. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 42(1), 90-99. DOI: https://doi.org/10.21831/cp.v42i1.58068
Kooren, N. S., Van Nooijen, C., & Paas, F. (2024). The Influence of Active and Passive Procrastination on Academic Performance: A Meta-Analysis. Education Sciences, 14(3), 323. https://www.mdpi.com/2227-7102/14/3/323
Latino, F.; Tafuri, F. Physical Activity and Academic Performance in School-Age Children: A Systematic Review. Sustainability 2023, 15, 6616. https://doi.org/10.3390/su15086616
Latorre Román, P.A.; Pantoja Vallejo, A.;(2018). Berrios Aguayo, B. Acute Aerobic Exercise Enhances Students’ Creativity. Creat. Res. J. 30, 310–315.
Li, Y., Yang, N., Yan, Z., Xu, W., & Cai, L. (2021). The relationship among trait mindfulness, attention, and working memory in junior high school students under different stressful situations. Frontiers in Psychology, 12.
Lin, Y., Fisher, M., & Moser, J. (2018). Clarifying the relationship between mindfulness and executive attention: a combined behavioral and neurophysiological study. Social Cognitive and Affective Neuroscience, 14(2), 205-215.
Mohammadi, F., Javadipour, M., & Nouri, A. N. (2024). A Comparison of the Effectiveness of Acute Aerobic Exercise, Mindfulness Practices, Combined Mindfulness, and Exercise Training on Executive Functions in Fourth-Grade Female Students. Journal of Applied Psychological Research, 15(3), 249-271.
Szuhany, K.L.; Bugatti, M.; Otto, M.W. (2015). A meta-analytic review of the effects of exercise on brain-derived neurotrophic factor. J. Psychiatr. Res. 60, 56–64.
Li, L., & Zhang, L. (2022). The relationship between physical activity and academic achievement in multimodal environment using computational analysis. Computational Intelligence and Neuroscience, 2022. https://doi.org/10.1155/2022/9418004
Li, Y., Yang, N., Zhang, Y., Xu, W., & Cai, L. (2021). The relationship among trait mindfulness, attention, and working memory in junior school students under different stressful situations. Frontiers in psychology, 12, 558690.
Nazari, R., Shahvarani, A., Asadzadeh, H., Noori, A. (2017). Effects of executive functions and academic emotions on pupils' academic performance in mathematics, Iranian journal of educational Sociology, 1(7), 60-81
Pham LB, Taylor SE. From thought to action: Effects of process versus outcome based mental simulations on performance.(1999). Pers Soc Psychol Bull. 25: 250. 60.
Samavi, S. A., Javidi, H., Kazemi, S., & Bagholi, H. (2020). Investigating the Impact of Teaching Based on Flipped Learning on the Academic Achievement of Sixth-Grade Students. Iranian Evolutionary and Educational Psychology Journal, 2(2), 89-97.
Shah, S., & Hussain, M. (2021). Cultural capital and academic performance. International Journal of All Research Education and Scientific Methods, 9(9), 1377-1382.
Xu, J., Jo, H., Noorbhai, L., Patel, A., & Li, A. (2022). Virtual mindfulness interventions to promote well-being in adults: A mixed-methods systematic review. Journal of affective disorders, 300, 571-585.
Wang, N. (2022). EFL teachers’ mindfulness and emotion regulation in language context. Frontiers in Psychology, 13, 877108.
Zhang, T., Tan, F., Yu, C., Wu, J., & Xu, J. (2023). Understanding relationship between topic selection and academic performance of scientific teams based on entity popularity trend. Aslib Journal of Information Management, 75(3), 561-588 | ||
|
آمار تعداد مشاهده مقاله: 33 تعداد دریافت فایل اصل مقاله: 50 |
||
سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب