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Ethics code: IR.IAU.SRB.REC.1404.103
1- Islamic Azad University, Science and Research Branch, Tehran
2- Islamic Azad University, Science and Research Branch, Tehran ,vakili7sa@gmail.com
3- Shahid Beheshti University
4- University of Tehran
2- Islamic Azad University, Science and Research Branch, Tehran ,
3- Shahid Beheshti University
4- University of Tehran
Abstract: (11 Views)
Introduction: Adolescence is a sensitive developmental stage, and externalizing behavioral disorders resulting from deficits in cognitive emotion regulation have significant negative consequences.
Objective: To develop a multimedia educational program based on a neuropsychological approach and evaluate its effectiveness in improving cognitive emotion regulation in adolescents with externalizing behavioral disorders.
Method: This study was conducted using an exploratory sequential mixed-methods design. In the qualitative phase, a 22-session educational program was developed through thematic analysis of scientific resources and validated by seven experts. In the quantitative phase, a quasi-experimental pretest–posttest design with follow-up was employed. Thirty students aged 10–13 years with externalizing behavioral disorders from schools in Karaj (academic year 2024–2025) were randomly assigned to an intervention group (n = 15) or a control group (n = 15). Assessment tools included the Achenbach Child Behavior Checklist, the Rescorla Social Behavior Questionnaire, Raven’s Progressive Matrices, and the Shields and Cicchetti Emotion Regulation Checklist. The intervention group received the 22-session program, and data were analyzed using SPSS and repeated measures multivariate analysis of variance (MANOVA).
Results: Findings indicated that the mean score of cognitive emotion regulation in the intervention group increased significantly from pretest to posttest (p < 0.05) and remained stable at follow-up. Subcomponents, including emotional lability, emotional self-awareness and expression, situational inappropriateness of emotional displays, control and management of negative emotions, and emotional flexibility, also improved significantly.
Conclusion: The multimedia program based on a neuropsychological approach is an effective intervention for improving and stabilizing cognitive emotion regulation in adolescents with externalizing behavioral disorders. Its application in counseling and educational centers is recommended.
Objective: To develop a multimedia educational program based on a neuropsychological approach and evaluate its effectiveness in improving cognitive emotion regulation in adolescents with externalizing behavioral disorders.
Method: This study was conducted using an exploratory sequential mixed-methods design. In the qualitative phase, a 22-session educational program was developed through thematic analysis of scientific resources and validated by seven experts. In the quantitative phase, a quasi-experimental pretest–posttest design with follow-up was employed. Thirty students aged 10–13 years with externalizing behavioral disorders from schools in Karaj (academic year 2024–2025) were randomly assigned to an intervention group (n = 15) or a control group (n = 15). Assessment tools included the Achenbach Child Behavior Checklist, the Rescorla Social Behavior Questionnaire, Raven’s Progressive Matrices, and the Shields and Cicchetti Emotion Regulation Checklist. The intervention group received the 22-session program, and data were analyzed using SPSS and repeated measures multivariate analysis of variance (MANOVA).
Results: Findings indicated that the mean score of cognitive emotion regulation in the intervention group increased significantly from pretest to posttest (p < 0.05) and remained stable at follow-up. Subcomponents, including emotional lability, emotional self-awareness and expression, situational inappropriateness of emotional displays, control and management of negative emotions, and emotional flexibility, also improved significantly.
Conclusion: The multimedia program based on a neuropsychological approach is an effective intervention for improving and stabilizing cognitive emotion regulation in adolescents with externalizing behavioral disorders. Its application in counseling and educational centers is recommended.
Keywords: Externalizing behavioral disorders, Multimedia education, Neuropsychological approach, Cognitive emotion regulation, Adolescents
Type of Study: Research Article |
Subject:
Psychology and Psychiatry
Received: 2025/12/7 | Accepted: 2026/03/28
Received: 2025/12/7 | Accepted: 2026/03/28
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