The Effectiveness of Brain-Based Executive Functioning Training on Cognitive-Attention Syndrome in Students with Social Anxiety

Abstract Introduction: The purpose of this study was to investigate the effectiveness of techniques based on executive functions of the brain on cognitive-attention syndrome in students with social anxiety. Methods: The statistical population was all high school male students of Talent in Maragheh who were studying in the academic year 97-96. The sample consisted of 20 students with social anxiety who were selected by purposeful sampling method. Research tools were SPIN Social Anxiety Questionnaire, Cognitive-Attention Syndrome Scale (CAS, 2009) and Meta-Cognition Questionnaire for Adolescents (MCQ-A, 2004). The metacognitive intervention was focused on the executive functions of the brain during seven sessions of 45-60 minutes and homework through the Active-Memory Recovery Software (2010) for the experimental group. Data were analyzed by multivariate covariance analysis. Results: The results showed that there was a significant difference between pre-test and post-test scores (p <0.05). This result indicates that meta-cognitive intervention has a significant effect on studentschr('39') social anxiety and has improved their social anxiety. Conclusions:  The results showed that metacognitive therapy, with emphasis on the executive functions of the brain, reduces cognitive-attention syndrome in students with social anxiety.