Showing 26 results for Emotional
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.
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.
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.
Aysan Sharei, Ali Salmani, Younes Keyanifard,
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.
