The Effect of Self-regulatory Executive Function Training on Anxiety and Working Memory in Anxious Students

The present study aimed to determine the effectiveness of self-regulation executive function training on the working memory of anxious students.

This research has used a semi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study included anxious students of Shahid Kazemi Elementary School in Tehran City (Iran). Thirty qualified people were selected by purposive sampling method and were randomly divided into two experimental and control groups (each group 15 people). Spence's Anxiety Scale (1997) and Arjamandania's Working Memory Test (2016) were used. The experimental group received ten sessions of self-regulation executive function (each session for 60 minutes), and the control group did not receive any intervention. After completing the course, a post-test was conducted for both groups.

The results of covariance analysis showed that the executive function of self-regulation had a significant effect in improving the working memory components such as phonological loop, visual-spatial screen and central executive of anxious students (p≤0.01).

The research results showed that the executive function of self-regulation can help the components of working memory such as the phonological loop, the visual-spatial screen, and the central executive of anxious students.