Effects of meditation on executive functions in schoolchildren with learning disorders
DOI:
https://doi.org/10.5902/1984686X92329Keywords:
Meditation, Executive function, Students, LearningAbstract
Executive functions, which include attention, working memory, inhibitory control, and cognitive flexibility, are essential for the educational and socioemotional development of every individual, especially children and adolescents in the process of learning development. Students with learning difficulties often present deficits in these areas, which can hinder their academic performance and affect their self-esteem. In order to support this process, holistic practices—specifically meditation—have been used as an aid in managing these functions, providing positive benefits for individuals. With the aim of analyzing the possible effects of meditation on the executive functions of individuals with learning difficulties, a comparison was conducted between two groups, study and control, with psychopedagogical activities including the meditative practice in one of the groups. Significant results were observed in Score B in the Experimental Group (EG) (p = 0.046), as well as a trend toward difference (p < 0.20; alpha = 0.05) in Score A in the same group. Meanwhile, the Control Group (CG) did not present a trend of differences between the periods. Thus, it is observed that there was an improvement in the scores of the Experimental Group, resulting in a significant difference between the groups, at least for Score B, and further indicating the importance of continuing studies in the field of education using integrative practices as a support tool for learning.
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