The aim of this study was to investigate the effectiveness of adolescent-centered mindfulness training on improving the executive functions of school students in Tehran's second district. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of this study includes all male adolescents studying in schools in the second district of Tehran in the academic year 1397-1398 and 30 people were selected by simple random sampling. The effectiveness of the adolescent-centered mindfulness training intervention program was performed in 10 sessions of 60 minutes for the experimental group. The executive function improvement questionnaire (go-go test, n-back test and London Tower test) was used to collect information. To analyze the data, descriptive statistics of mean and standard deviation and inferential statistics of Loon test, Kolmogorov-Smirnov, analysis of covariance were used. The results of this study indicate that there is a statistically significant difference between the executive functions of students before and after the intervention. There is a significant difference in the sub-scales of executive functions (working memory, inhibition control and flexibility). (p <0.001).
Conclusion: Accordingly, holding adolescent-centered mindfulness training intervention sessions is effective in improving students' executive functions.
