Analyzing the Psychological Consequences of Working Memory Impairment in Students

Objective: The aim of this study was to analyze the psychological consequences of working memory impairment among secondary school students in Yasuj. Methods and Materials: This research was conducted using a qualitative design and a descriptive phenomenological approach. Twenty-eight students with working memory difficulties were selected through purposive sampling, and semi-structured interviews were conducted. Data collection continued until theoretical saturation was achieved, and data were analyzed using thematic analysis with the aid of NVivo software. Findings: Data analysis revealed three main themes, including emotional consequences (academic anxiety, sense of failure, increased emotional sensitivity), cognitive consequences (reduced concentration, decision-making difficulties, decreased cognitive self-efficacy, increased negative thoughts, slowed information processing), and social consequences (reduced social interactions, social isolation, feelings of rejection, reduced self-confidence in relationships, peer bullying experiences, increased dependency on family). The findings indicated that working memory impairment is associated with significant emotional, cognitive, and social challenges among students. Conclusion: The results highlight the importance of addressing working memory impairments within educational settings and emphasize the need to design cognitive, emotional, and social interventions to support vulnerable students.