Showing 47 results for Emotion
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.
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.
Najmeh Hamid, Miss Fathemeh Yosefy, Dr Morteza Omidian,
Volume 12, Issue 1 (6-2024)
Abstract
The present study investigated the effect of attention and memory training and improvement software on cognitive ability and emotion regulation in patients with corona virus after recovery. The present research project is a pre-test-post-test experiment with a control group. The statistical population of this research included all the residents of Shadegan city who were hospitalized in the first half of 2021 due to the corona virus in Shahid Moarefi Zadeh hospital (exclusively for corona patients) and then recovered. According to the research design, the sample size was 40 people, who were placed in 2 groups of 20, test and control groups (20 people in test group and 20 in control group) and were selected by simple random sampling method and randomly placed in test and control groups. Also, only the test group was intervened with attention and memory training and improvement software, and finally both groups answered the questionnaires (post-test) again. The research tools were the Garnefski`s Cognitive Emotion Regulation Questionnaire, Nejati`s Cognitive Capability Questionnaire, and attention and memory training and improvement software. Also, descriptive statistics such as mean and standard deviation, minimum and maximum scores and inferential statistics such as; Levene test and covariance analysis were used to analyze data using SPSS software version 24. The results of covariance analysis of the data have shown that there was a significant difference between the experimental and control groups in each of the dependent variables (P<0.001). That is, the average of the cognitive regulation of emotion and cognitive ability and all the components of these two variables have increased significantly in the experimental group compared to the pre-exam and the control group. Therefore, it can be said that the attention and memory training and improvement software has had a significant impact on the cognitive ability and emotion regulation of recovered patients of corona virus.
Fatemeh Saadat Bargaee, Dr Tahameh Hamvatan,
Volume 12, Issue 1 (6-2024)
Abstract
In this research, the relationship between attachment styles and difficulty in emotion regulation was investigated in a student sample. The design of this non-experimental research is correlational. The statistical population of the present study was made up of all the students of Azad Universities who were referred to the counseling centers of Tehran Azad Universities with major complaints in the field of interpersonal relationships in the academic year of 2014-2014, of which 400 were selected by voluntary sampling. The subjects were asked. Complete Hazan and Shavr (1987) attachment questionnaires and Gertz and Roemer (2004) difficulty in emotion regulation questionnaires. The results of the research showed that there is a significant negative relationship between secure attachment styles and difficulty in emotion regulation and its components, and a significant positive relationship between avoidant and ambivalent attachment styles and difficulty in emotion regulation and its components. Based on the findings of the present study, it can be concluded that attachment styles are correlated with difficulty in emotion regulation and its components.
