Showing 45 results for Emotion
Nassim Zakibakhsh Mohammadi, Sajjad Basharpoor, Mohammad Narimani, Moslem Kord,
Volume 7, Issue 4 (2-2020)
Abstract
The purpose of this study was to evaluate the effectiveness of working memory training with emotional stimulation on self-injury behaviors of people with borderline personality disorder. The method of current study was semi-experimental and its design was pre-test and post-test with a control group. All the students of University of Mohaghegh Ardebili with borderline personality disorder in the 2017-2018 academic year comprised the population of this study. Forty people were selected by the screening method via the Boderline Traits Scale (STB) and the Structured Clinical Interview for Mental Disorders (SCID-II) and they were assigned to two experimental and control groups. The experimental group attended working memory training with emotional stimulation for 10 sessions of 30 to 45 minutes for 10 days, i.e. during two weeks every day (except Thursdays and Fridays), while the control group did not receive such training. The Sansone and Wiederman Self-Harm Inventory (SHI) questionnaire was used to collect information for both pre-test and post-test stages. Data were analyzed using a statistical method of single variable covariance analysis. The results showed that the mean self-injury scores of the subjects in the experimental group were significantly reduced compared to the control group in the post-test stage. According to the present study, it could be suggested that working memory training with emotional stimulation via strengthening cognitive control is effective for reducing impulsive behaviors such as self-injury.
Hashem Jebraeili, Tannaz Seydi, Rasool Karimi,
Volume 8, Issue 1 (10-2020)
Abstract
Given the wide prevalence of procrastination and delaying tasks and the need to identify factors affecting this problem, present study aimed to investigate the mediating role of anticipated regret and consideration of future consequences in the relationship between impulsive choice and emotional distress with procrastination. In an analytical cross-sectional study, 400 students were selected through available sampling from Kermanshah universities and they were assessed employing impulsivity (Cyders et al., 2014), depression, anxiety and stress (Lovibond & Lovibond, 1995), monetary choice (Kirby & Marakovic, 1996), regret-based decision making (Nygren & White, 2002), consideration of future consequences (Strathman et al., 1994), and pure procrastination (Steel, 2010) questionnaires. Data were analyzed by Pearson correlation test and path analysis using SPSS and Mplus software. The findings showed that the present model has an excellent fit with data (RMSEA=0.001, CFI=1, TLI=1). Urgency (β=0.08, P<0.01), lack of perseverance (β=-0.07, P<0.01), anxiety (β=0.06, P<0.01), and delay discounting (β=-0.04, P<0.01) had significant effect on procrastination through anticipated regret and lack of premeditation had significant effect on procrastination through both anticipated regret (β=-0.07, P<0.01) and consideration of future consequences (β=0.03, P<0.05).It could be said that anticipated regret and consideration of future consequences play a mediating role in the relationship between impulsive choice and emotional distress with procrastination and we can help to reduce procrastination in distressed and impulsive individuals by formulating interventions that target these variables.
Marzie Samimifar, Sahar Bahrami-Khorshid, Soghra Akbari Chermahini, Maryam Esmaeilinasab, Elham Fayyaz,
Volume 8, Issue 3 (12-2020)
Abstract
Recent research has indicated the influence of bilingualism on many cognitive and emotional processes. The aim of the present study was to investigate the role of bilingualism in processing anger in Turkish-Persian bilinguals’ first (L1) and second (L2) language. To achieve this goal, 18 Turkish-Persian sequential bilingual students with an average age of 26 from different universities in Tehran were selected with targeted sampling to participate in this quasi-experimental research. Participants completed the language history questionnaire, the General Health questionnaire, and the Positive and Negative affect schedule questionnaire, in addition to a computerized task designed to induce anger and determine the meaningfulness of Turkish and Persian words and non-words. Repeated measures ANOVA revealed that the participants significantly spent more time on determining the meaningfulness of words when they were induced with anger in comparison to the normal condition. Moreover, they were significantly slower in selecting Turkish words compared to Persian ones. Regarding the comparison of the two languages in both conditions separately, paired comparison results demonstrated that participants’ reaction time to Turkish words in anger inducing conditions was significantly longer. Thus, it could be proposed that Turkish-Persian bilinguals are more involved in their first language in emotional states, specifically anger states, and the Turkish language has more and deeper emotional associations for them, hence their emotional involvement is stronger for their mother tongue than for their second language.
Soroush Lohrasbi, Alireza Moradi, Meysam Sadeghi,
Volume 8, Issue 4 (2-2021)
Abstract
Emotion Recognition is the main component of social cognition. The failure in emotion recognition can jeopardize the survival of the human in the environment. Emotion recognition has various pattern in different cultures and nationalities. Some of the emotions would recognize as strong or weak. Also, there is diversity in emotion recognition pattern in some psychological disorders and neurological damages. Finding the Iranian emotion recognition pattern with a valid neuro-psychological test is the main purpose of this study. This is a descriptive-analytical study. Participants with the age of 24 to 40 years were initially tested in computer intelligence and progressive matrices of Raven-2 Then, for 88 subjects who had obtained a normal score in the RAVEN-2 test, the excitement recognition subtest was taken from the Cambridge Neuro-Psychological test automated battery (CANTAB). The correct response of participants to each of the six emotions used for analysis. The average percentage of correct responses to each of the six emotions has been analysis by SPSS statistical software. The normal distribution and spherical condition exist among the accumulated data. The maximum rate of correct responses was 75.83% related to happy emotion, sad 70.00%, Surprise 68.48%, disgust 47.84%, angry 42.54%, and fear 38.26%. Iranians recognized happy emotions better than the other emotions and fear was the lees recognized emotion. The finding of this study can affect the evaluation of cognitive elements in the particular society like Iran and can identify the most cognitive abilities and inabilities in people. The result of this research deduces striking findings that can lead the evaluation of cognitive, social people of Iran.
Adeleh Moayedi Pour, Jafar Hasani, Shahram Mohamad Khani,
Volume 8, Issue 4 (2-2021)
Abstract
The aim of this study was to investigate the effect of emotional induction on physiological characteristics and cognitive functions of adolescents based on psychological hardiness. In order to meet this aim, 400 students from 2 high schools in 2nd district of Tehran completed the Ahvaz Hardiness Questionnaire (AHI), of which two groups of 20 participants were selected based on the mean and standard deviation (10precent). One group included participants with a low hard score, and the other included hard participants. The pieces of films that create positive and negative emotional experiences (Mixed) were used in order to induce emotional experiences. The pieces of films (5 minute) were displayed individually for participants in each group. Physiological responses of the participants (systolic blood pressure, diastolic blood pressure, and heart rate) were measured by the digital barometer and the participants’ cognitive performance were measured in two areas of attention and memory using the WAIS(III) as cognitive function - Wechsler Adult Intelligence Scale-revised (WAIS-R) - before and after watching the films. The results of the study showed that there was a significant difference between the three baseline measurements of positive excitement induction and negative excitement induction for heart rate, systolic blood pressure or diastolic blood pressure at P <0.01. There was also a significant difference between the three baseline measurements of positive excitement induction and negative excitement induction for cognitive functions at P <0.01. Overall, the research findings indicate that people with high stubbornness have the power to prevent emotional and impulsive reactions to potentially stressful situations or events due to their hardiness and high self-control. They can effectively alleviate stressful situations and prevent mental and physical problems.
Shahrzad Moradkhani, Kamran Yazdanbakhsh,
Volume 9, Issue 1 (3-2021)
Abstract
| Given the increase in criminal behaviors and the damage they cause in society; it is important to study the psychological factors that make people prone to crime or prevent it from committing. Accordingly, the present study aimed to investigate the mediating role of cognitive executive functions in the relationship between behavioral brain systems with cognitive emotion regulation in prisoner men. The research was descriptive-correlational. The study population included all men who were serving their sentences in Kermanshah Central Prison in 1398, from which 300 people were selected by convenience sampling method. The participants completed the Gray-Wilson Personality Questionnaire (GWPQ-28), Cognitive Emotion Regulation Questionnaire (CERQ), and Cognitive Ability Questionnaire (Nejati, 2013). Data were analyzed using Pearson correlation and structural equations using SPSS22 and AMOS24. Findings showed that path analysis models of the relationship between behavioral brain systems and cognitive emotion regulation with executive functions' mediating role have a good fit. The results emphasize the importance of behavioral brain systems and executive functions in cognitive emotion regulation. As a result, paying attention to executive functions in controlling and cognitively regulating emotions and promoting them can be effective in reducing criminal behaviors. |
Samira Nasr Abadi, S. M. Hossein Mousavi Nasab, Ghasem Askari Zadeh, Mohsen Shahba,
Volume 9, Issue 3 (10-2021)
Abstract
Executive dysfunction is a hallmark of traumatic brain injury (TBI) and is associated with significant complications. Deficiency in problem-solving, emotion regulation, and attention is one of the most common phenomena after brain injury. This study aimed to evaluate the effectiveness of short-term intervention of dual executive function on problem-solving, emotion regulation, and selective attention in patients with traumatic brain injury. This quasi-experimental design used pre-test and post-test with a control group. Twenty subjects with brain injury were selected with the Purposive sampling method. They were randomly entered into two experimental and control groups (10 in the experimental group and 10 in the control group). After performing the pre-test, the experimental group received the short-term intervention and double executive function in 8 sessions of 90 minutes, while the control group did not receive any intervention. The assessment was performed in two stages of pre-test-post-test using a set of software tests of the Tower of London, Stroop and John and Gross (2003) Emotion Regulation Questionnaire. Analysis of covariance was used to analyze the data. The results showed a significant difference in the mean scores between the experimental group and the control group in all variables after the test. Therefore, it can be concluded that short-term intervention of dual executive function has a significant effect on improving attention, emotion regulation, and problem-solving in people with traumatic brain injury.
Dr. Mohsen Dadjoo, Dr. Shahriar Gharibzadeh,
Volume 10, Issue 1 (5-2022)
Abstract
Socio-emotional development is one of the fundamental bases of individual and social health. The present study aims to investigate the developmental trajectory of socio-emotional tendencies (SET) and its components in preschoolers. Our sample was 447 healthy Iranian preschoolers (girl=47.4%) aged 48-78 month-old (mean=66.57, SD=6.79). they were from Tehran, Bandar Abbas, Mashhad, Zarand, and Tabriz as the representative provinces of the Iranian population, based on the geographical distribution and socioeconomic status. We used the Persian version of the Kindergarten Inventory of Social-Emotional Tendencies (KIST) which consists of six components. It included hyperactivity-maladaptive behavior, social skills, communication skills, daily living skills, eating behavior, and separation anxiety symptoms.
We used Kruskal-Wallis test to investigate the developmental trajectory of SET. Results showed that there were significant changes in daily living skills and separation anxiety symptoms during 6-month periods, meanwhile there were no significant changes in the other four components and SET in total. Then, the Games-Howell post-hoc test was performed to follow up the observed differences among age categories. Results of the present study showed that SET doesn’t change significantly in early childhood. It propose that the critical period of the socio-emotional ability development occurs sooner or later
Mr Reza Mohammadzadeghan, Mr Abolfazl Farid, آقای Gholamreza Chalabianlu Hasratanlo, آقای Javad Mesrabadi,
Volume 10, Issue 2 (10-2022)
Abstract
This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.
Fateme Sharifmusavi,
Volume 10, Issue 2 (10-2022)
Abstract
This study examined the associations among the executive functions, family cohesion, positive youth development and emotional maturity in adolescents, as well as the mediating role of emotion regulation in the relationship between executive functions, family cohesion, positive youth development and emotional maturity. Participants of this study included 300 high school students in grades 10 to 12 from six schools in Qom, Iran who completed the BRIEF2 Scale, the FACES IV, Positive youth development–short form, Emotional maturity questionnaire and Emotion Regulation Scale. Structural equation modeling revealed was positively associated executive functions with family cohesion, emotion regulation with emotional maturity and positive youth development. Also, the results indicated that no significant relationship between emotion regulation and family cohesion. Interaction-mediation analysis demonstrated that emotion regulation in the relationship between executive functions and family cohesion plays a full mediating role and in the relationship between executive functions and positive youth development and in the relationship between executive functions and emotional maturity has minor mediating role. In generally, attention to the findings in this study can be used by researchers and therapists in the design and application of effective cognitive and psychological interventions to reduce the problems and mitigate the crises facing adolescents.
Zahra Zare, Farhad Balash, Batul Shiralizadeh,
Volume 10, Issue 2 (10-2022)
Abstract
| The purpose of this study was to investigate the effect of the "Brain-Based Learning" teaching method on the level of learning biology in students' cognitive, skill and emotional domains. The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 11th-grade female students in Tehran's 13th district in the 2019-2020 academic year. A total of 52 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Mann-Whitney, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses. The results showed that teaching in a "brain - based learning" method compared to the usual method increased students' scores in cognitive and skill areas and improved their attitudes in emotional domain in Biology lesson at a statistical level of 5% (P>0.05). These results demonstrate the role and importance of brain-compatible teaching methods in learning. |
Miss Simasadat Safavipour Naeini, Dr. Khadije Abolmaali Alhoseini, Dr. Rasol Roshan Chesli,
Volume 10, Issue 3 (3-2023)
Abstract
Psychologists have proposed two styles for thinking and processing information. Experiential system, which is automatic and non-verbal; And the Rational system, which is analytical and verbal. The aim of the present study was to evaluate the psychometric properties of the Rational- Experiential Inventory; and to find it's relationship with cognitive regulation of emotions. This cross-sectional study was performed by descriptive contextualization method. The statistical population consisted of all students of Islamic Azad and Sama Universities, Roodehen Branch, and 503 individuals were selected randomly via multi- period method and completed the Rational-Experiential Inventory (REI) and Cognitive Regulation of Emotions Questionnaire (Garnefski & Kraaij, 2006). Data were analyzed by exploratory factor analysis, Cronbach's alpha, and correlation coefficient. After analysis, four components were identified: Rational Ability, Rational Engagement, Experiential Ability, Experiential Engagement. The Cronbach's alpha coefficient was 0.682, 0.823, 0.695, 0.750, and the correlation coefficient in the retest was 0.79, 0.78, 0.73, and 0.76, respectively. In the validity of criterion, rational components had negative correlation with negative strategies of regulation of emotions, and the experiential components had positive correlation with these strategies. The rational- experiential inventory showed proper reliability and convergent validity, In general, Rational people used positive emotion regulation strategies more and negative strategies less. The Rational- Experiential Inventory had adequate reliability and convergent validity. It can be used to improve the teaching, and psychotherapy.
Mrs Fereshte Bakhshian, Dr Kamran Yazdanbakhsh, Dr Jahangir Karami, Dr Seyed Hamze Hoseini,
Volume 10, Issue 3 (3-2023)
Abstract
Borderline personality disorder is a disorder with a pervasive pattern of instability in interpersonal relationships, self-image, and emotions with impulsivity. This disorder is characterized by defects in the frontal activity circuits that play an important role in inhibiting and aggression regulation. The aim of this study is to design a neurofeedback protocol and investigate its effect on impulsivity, emotional instability and self-mutilation behavior in patients with borderline personality disorder. This study is a quasi-experimental study with a pre-test, post-test, follow up and control group design. The research sample consisted of 30 patients with borderline personality disorder that received a diagnosis of borderline personality disorder according to the diagnosis of a psychiatrist and a structured clinical interview based on DSM5. They were selected by available sampling and divided into experimental (neurofeedback training) and control groups randomly. The experimental group underwent 30 sessions of neurofeedback training and the control group was placed on a waiting list.
After the last treatment session, both groups were re-evaluated. To collect the data, The Borderline Personality Disorder Scale (STB), Barat Impulsivity Questionnaire (1957 Difficulties in Emotion Regulation Scale (Gratz and Roemer ,2004), and the Self-injury Scale (Swanson et al., 1998) were used. Three months after the study, the subjects were followed up again . The results showed that after controlling the effect of pretest, neurofeedback training had a significant effect on reducing the impulsivity, emotional instability and its components, as well as self-mutilation behavior in the experimental group compared to the control group(p<0/001(. With regard these results, we can say that the neurofeedback training method is an effective way to reduce the impulsivity, emotion dysregulation, and self-mutilation behavior in the treatment centers.
M.a Student Elaheh Shirovi, Dr Shekoofeh Mottaghi, Dr Afsaneh Moradi,
Volume 11, Issue 1 (5-2023)
Abstract
Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.
Dr Jalil Fathabadi, Dr Vahid Nejati, Dr Neda Nazarboland, Dr Vahid Sadeghi Firooz Abadi, Mr Salar Nazarzadeh Gigloo,
Volume 11, Issue 1 (5-2023)
Abstract
Abstract
The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive regulation of emotion and emotion understanding in children with specific learning disorders. This research was conducted in a semi-experimental way (pre-test - post-test with a control and follow-up group). The statistical population of this study consisted of all the students with specific learning disorders (10-12 years old), who had been referred to the learning disorders center in Ardabil between the first of October and the middle of November 2017 (123 people). 30 of them were selected through purposive sampling (selection of volunteer students to participate in the research) (16 boys and 14 girls) and the emotional regulation questionnaires of Garnefsky et al. in identifying emotions and difficulty in describing emotions) were completed in three stages. The students of the experimental group completed the tasks of the cognitive rehabilitation package in 12 sessions of 45 minutes in a period of four weeks. The results of the covariance analysis of the data showed that the cognitive rehabilitation package based on a computer has an effect on improving rumination, positive refocusing, refocusing on planning, positive reappraisal, and acceptance of cognitive regulation of emotions in children with specific learning disorders, as well as understanding their emotions. The significance and comparison of the post-test results with the one-month follow-up test indicate the stability of this effect. Therefore, since these students are facing problems in cognitive regulation and emotional understanding, such interventions can solve their problems in this field.
Fatemeh Nemati, Kimiya Ghaedi,
Volume 11, Issue 2 (9-2023)
Abstract
The current research aims to examine the structural relationships between sleep problems and emotional intelligence in adolescents, considering the mediating role of defect in executive functions. The present research had a descriptive-correlational design. The study sample included 381 first-grade high school students in Tabriz during the academic year 1401-02, selected through cluster random sampling. Data were collected using the Pittsburgh Sleep Quality Index questionnaire, the Siberia and Shiring Emotional Intelligence Questionnaire, the Gross and John Emotion Regulation Questionnaire, the Wisconsin Card Sorting Test software, and the Continuous Performance Test software task. Statistical methods used for data analysis included Pearson correlation coefficient and path analysis. The results showed that sleep problems have a direct and indirect influence on emotional intelligence through emotion regulation and cognitive flexibility. Based on the research findings, it can be concluded that emotion regulation and cognitive flexibility play a mediating role in the relationship between sleep problems and emotional intelligence.
Forough Khalilpour, Fariborz Dartaj, Hassan Asadzadeh, Esmaeil Sadipour, Kamran Sheivandi,
Volume 11, Issue 3 (12-2023)
Abstract
The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.
Zahra Tarazi, Molok Khademi Ashkezari, Mahnaz Akhavan Tafti,
Volume 11, Issue 3 (12-2023)
Abstract
Aim: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran. Methods: This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment. Conclusions: the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.
Miss Maryam Rajabiyan Dehzireh, Sir Maryam Maghami, Sir Seyyed Mohammad Amin Hoseini,
Volume 11, Issue 3 (12-2023)
Abstract
The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.
Younes Keihani Fard, Ali Salmani, Aysan Sharei,
Volume 11, Issue 4 (3-2024)
Abstract
Risky behaviors are common in adolescent populations worldwide. It is believed that the disturbance in emotion regulation and emotional inhibition leads to an increase in risky behaviors in teenagers. The aim of this study was to evaluate the effectiveness of metacognitive interpersonal therapy on the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. The method of semi-experimental study with pre-test and post-test with a control group was conducted on all girls with high-risk behaviors who referred to Tehran counseling center in 2022. 30 teenage girls with risky behaviors were included in the study. Controlled study. Participants were selected by purposive sampling method and randomly divided into two experimental and control groups (15 people in each group). After conducting the pre-test using Carver and White Behavioral Inhibition/Behavioral Activation Scale and Gross and John Emotion Regulation Questionnaire, the experimental group received metacognitive interpersonal training for 8 sessions of 90 minutes each week, while the control group received no training. did not. To evaluate the effect of training, a post-test was taken from both experimental and control groups. The obtained data were analyzed using SPSS.23 software and multivariate covariance analysis method. The results showed that metacognitive interpersonal therapy caused a significant difference between the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. (P≥0.001). Based on these findings, it can be concluded that metacognitive interpersonal therapy has a positive effect on the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. Therefore, it can be said that this program can be used to help teenagers with risky behaviors.
