The Effectiveness of a Mindfulness-Based Intervention on Behavioral Problems and Cognitive Flexibility in Elementary School Students The Effectiveness of a Mindfulness-Based Intervention on Behavioral Problems and Cognitive Flexibility in Elementary School Students
International Journal of Applied Behavioral Sciences,
Vol. 13 No. 2 (2026),
18 August 2026
,
Page 57-56
https://doi.org/10.22037/ijabs.v13i2.52466
Abstract
Background and Aim: Childhood behavior problems represent a significant public health concern and are closely associated with impairments in executive functioning, particularly cognitive flexibility. The present study investigated the effectiveness of mindfulness training in reducing behavior problems and improving cognitive flexibility among elementary school boys.
Materials and Methods: This applied study employed a quasi-experimental design with pretest, posttest, and one-month follow-up assessments, including a control group. The study population comprised boys aged 7–12 years enrolled in elementary schools in Tehran during the 2025–2026 academic year. Thirty students exhibiting symptoms of behavior problems were selected through convenience sampling and randomly assigned to either an experimental group (n = 15) or a control group (n = 15). The experimental group participated in an eight-session mindfulness training program, whereas the control group received no intervention. Data were collected using the Child Behavior Checklist (CBCL) and the Wisconsin Card Sorting Test (WCST) and analyzed using multivariate analysis of covariance (MANCOVA) and multiple regression analysis in IBM SPSS Statistics.
Results: Mindfulness training significantly reduced all dimensions of behavior problems and significantly improved cognitive flexibility, as evidenced by fewer perseverative errors and a higher number of correct responses in the experimental group compared with the control group (p < .001). These improvements were maintained at the one-month follow-up assessment. Furthermore, cognitive inflexibility accounted for 72% of the variance in behavioral problems (R² = .72).
Conclusion: The findings suggest that mindfulness training is an effective intervention for reducing behavior problems and enhancing executive functioning in children. By promoting cognitive flexibility and adaptive self-regulation, mindfulness may facilitate improvements in both behavioral functioning and underlying cognitive processes. Incorporating mindfulness-based programs into school settings may therefore represent a promising strategy for supporting children's psychological and cognitive development
- Mindfulness; Behavioral problems; Cognitive flexibility; Executive functions; Students
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References
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