Volume 20, Issue 4 (Pajouhan Scientific Journal, Autumn 2022)                   Pajouhan Sci J 2022, 20(4): 277-285 | Back to browse issues page

Ethics code: IR.IAU.ZAH.REC.1400.021

XML Persian Abstract Print

1- Department of Psychology, School of Psychology and Educational Sciences, Zahedan Islamic Azad University, Zahedan, Iran
2- Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran , valmeh@ped.usb.ac.ir
Abstract:   (1431 Views)
Background and Objectives: Promoting emotion regulation and social relationships has a key role in students' health and can affect their future success. Therefore, the present study was conducted to determine the effect of play-based education on students' emotional regulation and social relationships.
Materials and Methods: This quasi-experimental, pre-test-post-test study, included all female students of the second and third grades of Zahedan city in the academic year 2021-2022. Thirty patients were selected by purposive sampling and randomly assigned to two groups of 15; experimental and control. The participants answered the Gross & John (2003) Social Relations Regulation Questionnaire, Barton et al. (2006). The experimental group participated in 12 play therapy sessions, but the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance.
Results: The results showed that there was a significant difference between the control and experimental groups in post-test in terms of emotion regulation and students' social relationships (P < 0.001).
Conclusions: Game education was effective in improving students 'emotional regulation and social relationships, so play therapy can be used to improve students' emotion regulation and social relationships.
Full-Text [PDF 1098 kb]   (702 Downloads)    
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2022/02/12 | Accepted: 2022/05/15 | Published: 2022/12/21

1. Gerhart JI, Baker CN, Hoerger M, Ronan GF. Experiential avoidance and interpersonal problems: A moderated mediation model. J Contextual Behav Sci. 2014;3(4):291-8. [DOI:10.1016/j.jcbs.2014.08.003]
2. Lee L. Promoting interpersonal and intercultural communication with Flipgrid: Design, implementation, and outcomes. In: Kruk M, Peterson M, editor. New technological applications for foreign and second language learning and teaching. Hershey, Pennsylvania: IGI Global; 2020. p. 261-81. [DOI:10.4018/978-1-7998-2591-3.ch013]
3. Obodiat S, Amiri S. The effectiveness of social relations training based on playing game with gardner interpersonal intelligence on social interaction and happiness of pre-school children [in Persian]. J Res Behav Sci. 2017;15(3):306-12.
4. Arslan C. Interpersonal problem solving, self-compassion and personality traits in university students. Educ Res Rev. 2016;11(7):474-81. [DOI:10.5897/ERR2015.2605]
5. Berg JK, Aber JL. The direct and moderating role of school interpersonal climate on children's academic outcomes in the context of whole-school, social-emotional learning programs. SREE. 2015.
6. Macklem GL. Social emotional learning movement growing pains. In: Macklem GL, editor. Brief SEL interventions at school. Heidelberg, Germany: Springer; 2020. p. 1-27. [DOI:10.1007/978-3-030-65695-9_1]
7. Garnefski N, Kraaij V. Specificity of relations between adolescents' cognitive emotion regulation strategies and symptoms of depression and anxiety. Cogn Emot. 2018;32(7):1401-8. [DOI:10.1080/02699931.2016.1232698] [PMID]
8. Nazeri A, Ghamarani A, Darouei P, Ghasemi Tabatabaei G. The effect of expressive arts therapy on emotion regulation of primary school students [in Persian]. J Child Ment Health. 2020;7(2):132-43. [DOI:10.29252/jcmh.7.2.12]
9. Gross JJ. The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychol Inq. 2015;26(1):130-7. [DOI:10.1080/1047840X.2015.989751]
10. Calkins SD, Hill A. Caregiver influences on emerging emotion regulation. In: Gross JJ, editor. Handbook of emotion regulation. New York, NY: The Guilford Press; 2007. p. 229-48.
11. Skinner KL, Hyde SJ, McPherson KBA, Simpson MD. Improving students' interpersonal skills through experiential small group learning. J Learn Des. 2016;9(1):21-36. [DOI:10.5204/jld.v9i1.232]
12. Mohammadi Masiri F, Khodadady A, Tamannaeifar S. A comparison of the effectiveness of child-centered group play therapy and parent group play therapy on correcting social maladaptation and loneliness in preschool children [in Persian]. Thinking and Children, 2021;11(2):257-76.
13. Chirico I, Andrei F, Salvatori P, Malaguti I, Trombini E. The focal play therapy: a clinical approach to promote child health and family well-being. Front Public Health. 2019;7:77. [DOI:10.3389/fpubh.2019.00077] [PMID] []
14. Børve HE, Børve E. Rooms with gender: physical environment and play culture in kindergarten. Early Child Dev Care. 2017;187(5-6):1069-81. [DOI:10.1080/03004430.2016.1223072]
15. Rahmanian M, Oraki M, Amini Shirazi N, Farzaneh M. Comparison of effectiveness between play therapy and active music therapy on eye contact and social skills on autistic boys in level 2 [in Persian]. JOEC. 2021;21(3):113-26.
16. Keramati M, Mohammadi A, Haghighat S. The effect of play therapy on psychological adjustment, effective communication with others and individual abilities of preschool children [in Persian]. Razi Journal of Medical Sciences. 2021; 28(8):1-1.
17. Hosseinkhanzadeh AA, Gholizadeh R, Taher M, Heydari H, Mobahseri F. Effectiveness of group play therapy on improving interpersonal relationships and social acceptance of deaf students [in Persian]. JPE. 2018;8(31):1-20.
18. Barimani S, Asadi J, Khajevand A. The effectiveness of play therapy on deaf children's social adaptation and communication skills [in Persian]. Arch Rehab. 2018;19(3):250-61. [DOI:10.32598/rj.19.3.250]
19. Alikhani M, Banisi P, Vatankhah HR. The effectiveness of game therapy on communicating children with autism spectrum disorders [in Persian]. JCP. 2016;5(19):48-62.
20. Sadeghy M, Akbari Chermahini S, Bahrami A, Seyed Mousavi PS. Effectiveness of attachment-based theraplay on parental self-efficacy, emotion regulatoin and social adjustment in children with separation anxiety: A case report [in Persian]. J Appl Psychol. 2021;16(2):107-32. [DOI:10.52547/apsy.2021.224105.1180]
21. Akbari M, Dehghani B, Jafari A, Kardar A. The effect of game therapy with a cognitive-behavioral approach on the regulation of excitement, anxiety and depression in children with type-1 diabetes [in Persian]. JNIP. 2017;1(2):45-54.
22. Rajabiyan Dehzireh M, Dortaj F, Pourroostaei Ardakani S, Esmaeili Gojar S. The effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness [in Persian]. TEJ. 2019;13(3):521-35.
23. Hejrani Diarjan H, Shahriari Ahmadi M, Esteki M, Speahmansour M, Salehi M. The effects of child-parent interaction-based play on anger, anxiety, and cognitive emotion regulation in aggressive students [in Persian]. MEJDS. 2020;10:116-24.
24. Mohammad Aminzadeh D, Kazemian S, Esmaeily M. Explanation of emotional schemas (ESs) on social relationship in students with physical disability: A qualitative study [in Persian]. Qual Res Health Sci. 2020;7(4):428-40.
25. Markey P, Markey CN, Nave CS, August KJ. Interpersonal problems and relationship quality: An examination of gay and lesbian romantic couples. J Res Pers. 2014;51:1-8. [DOI:10.1016/j.jrp.2014.04.001]
26. Gall MD, Borg WR, Gall JP. Educational research: An introduction. 6th ed. London, UK: Longman; 1996.
27. Gross JJ, John OP. Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J Pers Soc Psychol. 2003;85(2):348-62. [DOI:10.1037/0022-3514.85.2.348] [PMID]
28. Mashhadi A, Ghasempour A, Akbari E, Ilbaygi R, Hassanzadeh S. The role of anxiety sensitivity and emotion regulation in prediction of social anxiety disorder in students [in Persian]. Knowledge & Res Appl Psychol. 2017;14(52):89-99.
29. Barton GR, Stacey PC, Fortnum HM. Hearing impaired children in the UK I: Auditory performance, communication skills, educational achievements, quality of life, and cochlear implantation. Ear Hear. 2006;27(2):161-86. [DOI:10.1097/01.aud.0000202353.37567.b4] [PMID]
30. Hosseini Nassab D, Moustafa Pour K. A study of the relationship between school managers' communicative skills with Parsabad school organizational health in 2007-2010 [in Persian]. J Instr Eval. 2012;5(19):27-40.
31. Rashidi M. The effectiveness of play therapy on promoting social behavior in preschool children [in Persian]. [Thesis]. Tehran, Iran: Payame Noor University of Tehran Province; 2010.
32. Taylor DD, Bratton SC. Developmentally appropriate practice: Adlerian play therapy with preschool children. J Individ Psychol. 2014;70(3):205-19. [DOI:10.1353/jip.2014.0019]
33. Landreth GL. Play therapy: The art of the relationship. 3rd ed. London, UK: Routledge; 2012.
34. El-Nagger NS, Abo-Elmagd MH, Ahmed HI. Effect of applying play therapy on children with attention deficit hyperactivity disorder. J Nurs Educ Pract. 2017;7(5):104. [DOI:10.5430/jnep.v7n5p104]

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.