Volume 13, Issue 3 (Shenakht Journal of Psychology and Psychiatry 2026)
Shenakht Journal of Psychology and Psychiatry 2026, 13(3): 313-325 |
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yekanizad A. The Effect of Cognitive Inhibition Training on Cognitive Load Regulation and Cognitive Engagement in Students with Dyslexia. , Shenakht Journal of Psychology and Psychiatry. 2026; 13 (3) : 4
URL: http://shenakht.muk.ac.ir/article-1-2816-en.html
URL: http://shenakht.muk.ac.ir/article-1-2816-en.html
PhD in Educational Psychology, University of Tabriz, Tabriz, Iran , amiryekani@tabrizu.ac.ir
Abstract: (141 Views)
Background and Aims: This study examined the effect of cognitive inhibition training on educational cognitive load and cognitive engagement in students with dyslexia.
Materials and Methods: This study employed a quasi-experimental pretest–posttest control-group design with a three-month follow-up. The statistical population comprised male and female elementary school students in Grades 2–6 with dyslexia who were referred to learning disability centers in Khoy, Iran, during the 2025–2026 academic year. A total of 46 students (28 boys and 18 girls) were selected through convenience sampling and randomly assigned to either the experimental group (n = 24) or the control group (n = 22). Data were collected using the Cognitive Load Questionnaire developed by Klepsch et al. (2017) and the Academic Engagement Scale developed by Reeve (2013), both of which were administered at the pretest stage. The experimental group received cognitive inhibition training based on the multidimensional model proposed by Wang et al. (2012), consisting of 10 weekly 30-minute sessions. The control group received no intervention. Posttest assessments were conducted in both groups immediately after the intervention, followed by a three-month follow-up assessment. The data were analyzed using repeated-measures analysis of variance (ANOVA) in SPSS software (version 23).
Results: The findings indicated that cognitive inhibition training had a significant effect on educational cognitive load and cognitive engagement (P < .01). Moreover, the effects of the intervention were maintained at the three-month follow-up.
Conclusion: The results suggest that cognitive inhibition training contributes to the optimization of cognitive load and the enhancement of cognitive engagement in students with dyslexia. Therefore, this intervention may be considered a complementary approach for improving cognitive resource allocation and promoting meaningful learning processes in educational programs for these students.
Materials and Methods: This study employed a quasi-experimental pretest–posttest control-group design with a three-month follow-up. The statistical population comprised male and female elementary school students in Grades 2–6 with dyslexia who were referred to learning disability centers in Khoy, Iran, during the 2025–2026 academic year. A total of 46 students (28 boys and 18 girls) were selected through convenience sampling and randomly assigned to either the experimental group (n = 24) or the control group (n = 22). Data were collected using the Cognitive Load Questionnaire developed by Klepsch et al. (2017) and the Academic Engagement Scale developed by Reeve (2013), both of which were administered at the pretest stage. The experimental group received cognitive inhibition training based on the multidimensional model proposed by Wang et al. (2012), consisting of 10 weekly 30-minute sessions. The control group received no intervention. Posttest assessments were conducted in both groups immediately after the intervention, followed by a three-month follow-up assessment. The data were analyzed using repeated-measures analysis of variance (ANOVA) in SPSS software (version 23).
Results: The findings indicated that cognitive inhibition training had a significant effect on educational cognitive load and cognitive engagement (P < .01). Moreover, the effects of the intervention were maintained at the three-month follow-up.
Conclusion: The results suggest that cognitive inhibition training contributes to the optimization of cognitive load and the enhancement of cognitive engagement in students with dyslexia. Therefore, this intervention may be considered a complementary approach for improving cognitive resource allocation and promoting meaningful learning processes in educational programs for these students.
Article number: 4
Type of Study: Research |
Subject:
Special
Received: 2026/03/28 | Accepted: 2026/07/19 | Published: 2026/10/19
Received: 2026/03/28 | Accepted: 2026/07/19 | Published: 2026/10/19
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