The Application of Complementary Medicine-Based Mindup in Enhancing Children’s Cognitive Abilities: Evidence from a Quasi-Experimental Study

Gerami, Fatemehsadat; Sadipour, Esmaeil; Ebrahimi Ghavam, Soghra; Tansaz, Mojgan; Dortaj, Fariborz

doi:10.22054/jcps.2026.89375.3298

The Application of Complementary Medicine-Based Mindup in Enhancing Children’s Cognitive Abilities: Evidence from a Quasi-Experimental Study

Document Type : Research Paper

Authors

¹ 1. Ph.D. Candidate in Educational Psychology, Allameh Tabataba’i University, Tehran, Iran

² Professor of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran

³ Associate Professor of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran

⁴ Associate Professor of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran

10.22054/jcps.2026.89375.3298

Abstract

Background and Aim: The present study aimed to investigate the effectiveness of a MindUP-based mindfulness training program informed by complementary medicine on improving the executive functions of elementary school children. Research Methods: This study employed a quasi-experimental design with a control group and pretest–posttest measurements. The statistical population included all 9–12-year-old students of an elementary school in Tehran during the 2023–2024 academic year, selected through cluster random sampling. The sample consisted of 60 students who were randomly assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group participated in a structured eight-week mindfulness training program comprising fifteen sessions. The intervention content covered four main components: attention focusing, sensory enhancement, mindful attitude, and mindful behavior. Data were collected using the Behavior Rating Inventory of Executive Function (BRIEF-Parent Form) and a set of performance-based executive function tasks, both administered before and after the intervention. The data were analyzed using paired t-tests, analysis of covariance (ANCOVA), and effect size estimation. Results: Findings indicated that mindfulness training led to a significant improvement in cognitive regulation, emotional regulation, and behavioral regulation in the experimental group compared to the control group (p < 0.01). The effect size was particularly large for cognitive regulation indicators. Conclusion: Based on the findings, mindfulness training can be considered an effective, low-cost, and easily implementable approach in educational settings, contributing to the enhancement of executive functions and empowerment of elementary school children.

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