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Examining the Efficacy of Metacognitive Training Interventions in Enhancing Behavioral Regulation, Attentional Control, Working Memory, and Reducing Impulsivity among Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD): A Randomized Controlled Trial
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Shima Tamannaeifar   , Ghazale Raei Dehaghi , Farhad Mohammadi Masiri *  |
| Department of Psychology, Kashan Branch, Islamic Azad University, Kashan, Iran |
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Abstract: (30 Views) |
| This study aimed to examine the effectiveness of metacognitive training in enhancing behavioral inhibition, attentional control, working memory, and reducing impulsivity among adolescents with attention-deficit/hyperactivity disorder (ADHD). The study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of adolescents aged 16–18 years diagnosed with ADHD who referred to educational counseling centers in Isfahan, Iran. Using convenience sampling, 30 adolescents meeting inclusion criteria were selected and randomly assigned to experimental and control groups (15 participants in each group). The experimental group received eight weekly sessions of metacognitive training, while the control group received no intervention. Assessment instruments included the Barratt Impulsiveness Scale (BIS-11), Stroop Test, Wisconsin Card Sorting Test (WCST), and Wechsler Digit Span Test. Data were analyzed using multivariate analysis of covariance. The findings showed that metacognitive training produced significant improvements in behavioral inhibition, attentional shifting, and impulsive behaviors compared with the control group (p < .01), while no significant improvement was observed in working memory scores. These results suggest that metacognitive training is an effective psychological intervention for improving self-regulation and attentional control and reducing impulsive behaviors in adolescents with ADHD; however, its impact on working memory appears limited and requires further investigation. |
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| Keywords: metacognitive training, working memory, attention shifting, impulsive behaviors, ADHD |
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Type of Study: Research |
Subject:
Special
Received: 2025/10/1 | Revised: 2026/07/11 | Accepted: 2026/07/11
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