development of a cognitive empowerment training package based on the executive functions of the brain and its effectiveness on the cognitive empathy of underachieving gifted students of sixth grade elementary

Aim: the present study was conducted to development of a cognitive empowerment training package based on the executive functions of the brain and its effectiveness on the cognitive empathy of underachievement gifted students of sixth grade elementary. methods: the research method was qualitative, theme analysis according to attride-stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. the statistical population of the research included underachievement gifted students studying in the sixth grade of gifted elementary schools in tehran in the academic year of 2021-2022. the sample in this study included 36 underachievement gifted students who were selected by purposeful sampling and randomly assigned to experimental and control groups (18 students in the experimental group and 18 students in the control group). the students in the experimental group received the cognitive empowerment training package based on the executive functions of the brain during 10 weeks in 10 sessions of 90 minutes. the applied questionnaire in this study included cognitive empathy questionnaire (eq) (jolliffe, farrington, 2006). the data from the study were analyzed through mixed variance analysis via spss23 software. results: the results showed that the cognitive empowerment training package based on the executive functions of the brain has sufficient content validity according to experts. also, this training package had an impact on the ac cognitive empathy (f=43.91; eta=0.56; p<0.001) of underachievement gifted students. conclusion: based on this, cognitive empowerment training package based on the executive functions of the brain can be used as an efficient method to improve cognitive empathy of underachievement gifted students through employing techniques such as increasing attention, concentration and accurate, organizing activities, avoiding response, controlling impulsivity and planning training aim: the present study was conducted to development of a cognitive empowerment training package based on the executive functions of the brain and its effectiveness on the cognitive empathy of underachievement gifted students of sixth grade elementary. methods: the research method was qualitative, theme analysis according to attride-stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. the statistical population of the research included underachievement gifted students studying in the sixth grade of gifted elementary schools in tehran in the academic year of 2021-2022. the sample in this study included 36 underachievement gifted students who were selected by purposeful sampling and randomly assigned to experimental and control groups (18 students in the experimental group and 18 students in the control group). the students in the experimental group received the cognitive empowerment training package based on the executive functions of the brain during 10 weeks in 10 sessions of 90 minutes. the applied questionnaire in this study included cognitive empathy questionnaire (eq) (jolliffe, farrington, 2006). the data from the study were analyzed through mixed variance analysis via spss23 software. results: the results showed that the cognitive empowerment training package based on the executive functions of the brain has sufficient content validity according to experts. also, this training package had an impact on the ac cognitive empathy (f=43.91; eta=0.56; p<0.001) of underachievement gifted students. conclusion: based on this, cognitive empowerment training package based on the executive functions of the brain can be used as an efficient method to improve cognitive empathy of underachievement gifted students through employing techniques such as increasing attention, concentration and accurate, organizing activities, avoiding response, controlling impulsivity and planning training