Showing 10 results for Emotion Regulation
Sohrab Amiri, Firouzeh Sepehrian Azar, Kobra Naseri Tamrin,
Volume 14, Issue 1 (12-2015)
Abstract
Introduction: Internet addiction has been emerged as a new field of psychopathology. Excessive use of the Internet has become a problem which can cause severe difficulties in daily life, social relationships, work, education and psychological adjustment. Accordingly, the aim of this study was to determine the role of the cognitive emotion regulation strategies, Impulsivity and Extraversion In the tendency of Internet addiction in students of Urmia University in 2014.
Methods: Present study was a cross-sectional one. For this purpose, from Urmia University students in 2014, 290 individuals were selected by Stratified sampling. Then the Young’s Internet Addiction Scale, Cognitive Emotion Regulation Strategies, impulsivity Scale and Extraversion were distributed among research participants. Collected data were analyzed using SPSS-19 and descriptive indicators, correlation coefficient and simultaneous multiple regression analysis was utilized.
Results: Outcomes explained that there is a negative correlation between Cognitive Emotion Regulation Strategies and Internet addiction (P<0.001), and only about two components, Self_blaming and catastrophizing, the relationships were not significant (P>0.05). Also, a significant positive correlation was found between impulsivity and extraversion scales with internet addiction (P<0.001). The results showed that each three variables of cognitive emotion regulation strategies, impulsivity and extroversion were able to predict the Internet addiction (P<0.001).
Conclusion: Cognitive emotion regulation strategies and impulsivity and also personality trait of extraversion, have a special role in the tendency to engage into the internet behaviors.
Jalil Nourian Aghdam, Sajjad Almardani Some’eh, Reza Kazemi,
Volume 14, Issue 4 (9-2016)
Abstract
Introduction: The internet addiction disorder (IAD) is a medical and psychological disorder affecting social and personal life of persons and causing turmoil in it. The purpose of this study was to comparison sleep disturbance, social isolation and difficulties in emotion regulation in IAD and normal students.
Methods: In this descriptive-analytic study, which was from cross studies, 25 internet-dependent and 25 normal students were selected using the multistage sampling from the students of Islamic Azad University Ardabil Branch: medical and basic science faculties during the year 2012-2013. The internet addiction test (IAT), insomnia severity index (ISI), University of California Los Angeles Loneliness Scale (UCLA) and emotion regulation questionnaire were used to collect information. The obtained data were analyzed by with SPSS17 (MANOVA Test).
Results: It was found that in internet-dependent student’s emotion regulation (99.64±15.51) and waking up too early (2.24±1.05) had the highest and lowest means, respectively. Moreover, the variables of emotion regulation (93.32±16.17) and sleep continuity (2±1.22) had, respectively, the highest and lowest means among the normal students. Also, there was a significant relationship between the two groups in terms of sleep disorder (P=0.001) and social isolation (P=0.004). However, a significant relationship was not seen in terms of emotion regulation (P=0.165).
Conclusion: The findings showed that internet addiction plays an important role in creating sleep disorder and social isolation in students. Therefore, these students should be supported in social terms. Of course, more extensive studies are needed in this field.
Seyedeh Elaheh Ghiasi, Taktom Sadat Tabatabaee, Maryam Nasri,
Volume 14, Issue 4 (9-2016)
Abstract
Introduction: Positive thinking is a trend to adopt the most hopeful standpoint and cognitive and emotional preparation in persons for prediction and evaluation of life events. The aim of this study was to evaluate the effect of optimism training on emotion regulation and psychological well–being in undergraduate students.
Methods: This study was a semi-experimental research by pre and post exam design with a control group. First, among the students of University of Birjand, 300 students were selected by the simple random sampling and pre-study was carried out . Among 60 students having emotion regulation and standard deviation lower than the society’s mean, 28 people were hold randomly in two groups (14 in examination group and 14 in control group). For the examination group, seven two-hour sessions of positive thinking were done and then the post-exam was conducted. The collection of the data was done using two questionnaires of emotion regulation (Gross & John, 2003) and Ryff scales of Psychological well-being (Ryff, 1995). Neuro-linguistic programing (NLP) methodology was used for optimism training. The SAS software was utilized for data interpretation using analysis of covariance.
Results: The results showed that optimism training affected significantly the main variables of psychological well-being (P=0.011), emotion regulation (P=0.001) and the consequent variables of reappraisal (P=0.001), personal growth (P=0.05), positive relations with others (P=0.045), and self-acceptance (P=0.002). But the consequent variables of suppression, autonomy, environmental, and purpose in life mastery, were not affected (P>0.05) by optimism training.
Conclusion: The results validate the positive effect of optimism training on emotion regulation and psychological well–being in undergraduate students.
Tooraj Sepahvand, Alireza Bahrami, Mohaddeseh Bayat,
Volume 19, Issue 5 (12-2021)
Abstract
Aims: There is a high prevalence of smoking in individuals with psychiatric disorders. This research was conducted to compare difficulties in emotion regulation in smoker students with and without social anxiety.
Materials & Methods: This descriptive study included all undergraduate students who smoked at Arak University from 2018 to 2019. The statistical population was all smokers, undergraduate students, at Arak University (Arak, Iran). The purposive sampling method was used to select the research sample. At first, 120 people completed the Social Phobia Inventory (SPIN) and Difficulties in Emotion Regulation Scale (DERS). Then, based on the cutoff point scores of SPIN (19 to above), two divided groups, including two smoker groups with and without social anxiety (n=30 in each group), were selected and compared in terms of difficulties in emotion regulation.
Findings: The results of Multivariate Analysis of Variance (MANOVA) indicated not a significant difference in the linear composition of dependent variables in two groups (Wilks, lambda= 0.722, F46,6= 2.269, p= 0.053). Univariate analysis of variance indicated a significant difference in the two groups only in the Difficulties Engaging in Goal-Directed Behavior (GOALS) component.
Conclusion: The smoker students with social anxiety have more difficulties in GOALS. Therefore, it is proposed, this difficulty can be reduced using the education of emotion regulation skills.
Seyedeh Maryam Mousavian, Sogand Ghasemzadeh, Ali Akbar Arjmandnia, Masoud Gholamali Lavasani,
Volume 20, Issue 4 (12-2022)
Abstract
Background and Objectives: Emotion dysregulation is one of the main reasons underlying problematic adolescent behaviors. The aim of this study was to evaluate the effectiveness of an emotion regulation program based on externalizing and internalizing symptoms of bullying adolescents.
Materials and Methods: This quasi-experimental pre-test-post-test study with a control group along with a follow-up period was performed among first grade female high school students in Tehran in the academic year 2019-2020. About 30 Students were selected and randomly assigned to two groups of 15; experimental and control. Intervention was performed only for the experimental group in 12 sessions of 90 minutes. Data collection tools were the Illinois Bullying Questionnaire, Achenbach Behavioral Problems, and Cicchetti Emotion Regulation. Data were analyzed by multivariate analysis of covariance and repeated analysis of covariance.
Results: Mean scores of post-test behavioral problems in the experimental and control groups were significantly different (P < 0.05), indicating the positive effect of the program.
Conclusions: An emotion regulation program designed to improve the internalized and externalized symptoms of bullying adolescents was shown to be effective.
Masoumeh Rahat Dahmardeh, Vali Mehdinejad, Fatemeh Soghra Karbalaei Harfteh,
Volume 20, Issue 4 (12-2022)
Abstract
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.
Abbas Asghari Sharabiani, Akbar Atadokht, Nader Hajloo, Niloofar Mikaeili,
Volume 21, Issue 1 (3-2023)
Abstract
Background and Objectives: Disruptive mood dysregulation disorder (DMDD) is a new diagnosis with multiple treatment challenges. The most prominent features of this disorder consist of behavioral as well as mood disruptions. There are very few treatment studies on DMDD. The aim of this study was to determine the efficacy of Dialectical Behavior Therapy on emotion regulation and irritability in students with disruptive mood disorders.
Materials and Methods: The current research was a semi-experimental type of pre-test-post-test with a control group. The statistical population of the research included all male students of the first secondary level of East Azarbaijan province who referred to the counseling centers of education and training departments in the academic year of 2020–2021. The study population included 30 students with disruptive mood disorders who were chosen through a nonprobability purposive sampling method. Emotional Affective Reactivity Index, the Emotion Regulation Questionnaire, and the clinical interview were used to collect data. The collected data were analyzed through the statistical test of ANOVA with repeated measurements.
Results: Dialectical Behavior Therapy was found to be significantly effective in reducing irritability and regulating emotions in students with disruptive mood dysregulation disorders (P < 0.001). Furthermore, the results revealed that the educational effect persisted throughout the follow-up period (P > 0.05).
Conclusions: According to the results of the research, dialectical behavior therapy can increase the awareness of the disruptive mood disorder sufferers about their problems and gain a more correct understanding in dealing with problems, especially in the interpersonal field. Therefore, in the field of treatment of disruptive mood disorder, dialectical behavior therapy can be implemented as part of the treatment plan.
Sayehnaz Saniei Abadeh, Ilnaz Sajjadian, Mansoureh Bahramipour Esfahani,
Volume 21, Issue 3 (9-2023)
Abstract
Background and Objectives: Disruptive mood dysregulation is one of the mood disorders which causes functional problems and has many treatment challenges. This study aimed to investigate the effectiveness of schema therapy on emotion regulation and social competence in children with disruptive mood dysregulation disorder.
Materials and Methods: This study employed a quasi-experimental research design with a pretest-posttest, follow-up, and a control group. The statistical population consisted of 8-11-year-old boys with disruptive mood dysregulation disorder in Isfahan, Iran, and their mothers who were referred to specialized child counseling centers in Isfahan. Thirty children and their mothers were selected purposefully and then randomly placed in two groups of 15 (one experimental group and one control group). The research tools included the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2007) and the Perceived Social Competence Scale by Anderson Boucher et al. (2007). The experimental group was treated in 10 sessions (60 min for the child and 30 min for the mother), and the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance.
Results: The results showed that the effect of schema therapy on emotional regulation and social competence was significant and remained stable in the follow-up phase (P<0.001).
Conclusion: According to the results of this study, schema therapy can be used to improve the emotional regulation and social competence of children with disruptive mood dysregulation disorder.
Zahra Bahrami, Tooraj Sepahvand,
Volume 22, Issue 1 (3-2024)
Abstract
Background and Objectives: Social anxiety disorder in children and adolescents is associated with some psychological problems that require effective treatment. In this regard, the present study aimed to investigate the effectiveness of emotion-focused cognitive behavioral therapy on emotion regulation and sleep habits of children with social anxiety.
Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest control group design. The research population included primary school students in the fourth to sixth grades in Qom City, Iran in 2019 academic year. In total, 46 students whose scores were higher than 29.5 in the Liebowitz Social Anxiety Scale, were selected and randomly assigned to intervention and control groups. The participants answered the pre-test Emotion Regulation Checklist and Children’s Sleep Habits Questionnaire. Afterward, the intervention group participated in 16 sessions of therapy and the control group remained on the waiting list. Finally, the participants were evaluated at the post-test stage and the collected data were examined by analysis of covariance and SPSS software.
Results: Based on the results of multivariate analysis of covariance, after the control of pre-test effects, there was a significant difference in the linear combination of emotion regulation and sleep habits variables of the two groups (Wilks' lambda=0.063, F10,23=34.182, P=0.001). The tests of univariate analysis of covariance also showed a significant increase in emotion regulation and a significant decrease in emotional lability/negativity and sleep disorders (except the sleep onset delay) in the intervention group after the therapeutic sessions.
Conclusion: Emotion-focused cognitive behavioral therapy is an important and effective treatment for emotion regulation and sleep habits in socially anxious children who are referred to mental health professionals.
Soroush Ranjbar, Gholam Ali Afrooz, Sogand Ghasemzadeh, Bagher Ghobari Bonab,
Volume 22, Issue 3 (9-2024)
Abstract
Background and Objectives: Gifted adolescents are particularly vulnerable to emotional and behavioral problems. This study aimed to develop a family-centered emotion regulation program and to evaluate its effectiveness on the social, emotional, and academic adjustment of gifted adolescents.
Materials and Methods: This quasi-experimental study utilized a pre-test, post-test control group design with a three-month follow-up phase. The study population comprised all gifted adolescents attending secondary school in Marivan, Kurdistan Province, during the 2023-2024 academic year. A total of 30 participants were selected using the convenience sampling method and randomly assigned to either the experimental group (n=15) or the control group (n=15). Research instruments included the Student Adjustment Questionnaire, the Tehran-Stanford-Binet Intelligence Scale, and the Achenbach Youth Self-Report. Data analysis was conducted using multivariate covariance analysis (MANCOVA) in SPSS software (version 28).
Results: The findings indicated that the family-centered emotion regulation program significantly improved social, emotional, and academic adjustment in gifted adolescents at risk of emotional and behavioral problems (P<0.05).
Conclusion: Given the effectiveness of the family-centered emotion regulation program on the adjustment of gifted adolescents at risk of emotional and behavioral problems, it is recommended that specialists, therapists, and educators implement this program to enhance the adjustment of gifted adolescents facing such challenges.
