Volume 24, Issue 2 (Pajouhan Scientific Journal, Spring 2026)
Pajouhan Sci J 2026, 24(2): 131-149 |
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Ethics code: IR.IAU.SRB.REC.1404.103
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Ashna M, Vakili S, Nazarboland N, Kashani-Vahid L, Hatami J. Developing a Multimedia Educational Program Based on a Neuropsychological Approach and Evaluating Its Effectiveness on Cognitive Emotion Regulation and Its Components in Adolescents with Externalizing Behavioral Disorders. Pajouhan Sci J 2026; 24 (2) :131-149
URL: http://psj.umsha.ac.ir/article-1-1261-en.html
URL: http://psj.umsha.ac.ir/article-1-1261-en.html
1- Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran ,vakili7sa@gmail.com
3- Department of Counseling, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
4- Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2- Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran ,
3- Department of Counseling, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
4- Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Abstract: (860 Views)
Background and Objectives: Adolescence is a sensitive developmental stage, and externalizing behavioral disorders resulting from deficits in cognitive emotion regulation have significant negative consequences. This study aimed 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.
Materials and Methods: 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. In total, 30 students aged 10-13 years with externalizing behavioral disorders from schools in Karaj, Iran (academic year 2024-25) were randomly assigned to an intervention group (n=15) and 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 software (version 24) 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.
Materials and Methods: 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. In total, 30 students aged 10-13 years with externalizing behavioral disorders from schools in Karaj, Iran (academic year 2024-25) were randomly assigned to an intervention group (n=15) and 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 software (version 24) 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: Adolescents, Cognitive emotion regulation, Externalizing behavioral disorders, Multimedia education, Neuropsychological approach
Type of Study: Research Article |
Subject:
Psychology and Psychiatry
Received: 2025/12/7 | Accepted: 2026/03/28 | Published: 2026/10/5
Received: 2025/12/7 | Accepted: 2026/03/28 | Published: 2026/10/5
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