Department of Psychology, Kashan Branch, Islamic Azad University, Kashan, Iran
Abstract: (1623 Views)
This study aimed to explore the effectiveness of metacognitive training in improving behavioral inhibition, attentional control, working memory, and mitigating impulsivity among adolescents with attention-deficit/hyperactivity disorder (ADHD). A quasi-experimental pretest–posttest design with a control group was employed. The sample consisted of 30 adolescents aged 16–18 years who were diagnosed with ADHD and randomly assigned to experimental and control groups. The experimental group participated in eight weekly sessions of metacognitive training, whereas the control group received no intervention. Data were collected using the Barratt Impulsiveness Scale (BIS-11), Stroop Color–Word Test, Wisconsin Card Sorting Test (WCST), and Digit Span Test. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings indicated that metacognitive training significantly improved behavioral inhibition and attention shifting while also diminishing impulsive behaviors in the experimental group compared to the control group (p < .01). However, no significant improvement was observed in working memory. These results suggest that metacognitive training is particularly effective on boosting self-regulatory and attentional processes rather than core cognitive capacities. Overall, the study supports the use of metacognitive interventions as an effective non-pharmacological approach for ameliorating behavioral regulation and reducing impulsivity in adolescents with ADHD, while highlighting the need for complementary strategies to address working memory deficits.
Keywords: metacognitive training, behavioral inhibition, attentional control, working memory, impulsive behaviors, ADHD.
Type of Study: Research |
Subject:
Special
Received: 2025/10/1 | Revised: 2026/10/6 | Accepted: 2026/07/11
Received: 2025/10/1 | Revised: 2026/10/6 | Accepted: 2026/07/11
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