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Cortica

Perspective

Vol. 4 No. 1 (2025): Les neurosciences de l'éducation au service du grand public

Développement des fonctions exécutives chez des ados du secondaire 1 au Tessin : impact des états de concentration et d’hyper-concentration sur le stress induit par le processus d’apprentissage et sur le traitement des informations.

  • Omar Pagnamenta
DOI
https://doi.org/10.26034/cortica.2025.7046
Submitted
March 11, 2025
Published
2025-03-21

Abstract

This study examines the impact of attentional and metacognitive training on the development of executive functions in secondary school adolescents in the canton of Ticino. Based on theoretical models from cognitive neuroscience and educational sciences, this research investigates the effects of concentration and hyper-concentration states on learning-induced stress and information processing. A controlled experimental protocol involving 600 students, divided into three groups (attentional training, attentional and metacognitive training, and control), was implemented over an eight-week period. The study adopts a mixed-methods approach, combining neuropsychological, neurophysiological, and psycho-affective measures. Preliminary results suggest a significant improvement in attentional and executive capacities among students who underwent the intervention, particularly in the attentional and metacognitive training group. Additionally, a decrease in perceived stress and an increase in self-efficacy were observed. These findings highlight the importance of an interdisciplinary approach integrating neuroscience and pedagogy to optimize learning and student well-being.

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