Ensiye Sadat Mostafavi; Mahnaz Akhavan Tafti; Maryam Mohsenpour
Volume 15, Issue 55 , January 2022, , Pages 5-16
Abstract
The purpose of this study was to evaluate the effectiveness of child-parent relationships play therapy on emotion regulation and subjective vitality in students with learning disorders. The research was a quasi-experimental study (pre-test-post-test with a control group). The statistical population consisted ...
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The purpose of this study was to evaluate the effectiveness of child-parent relationships play therapy on emotion regulation and subjective vitality in students with learning disorders. The research was a quasi-experimental study (pre-test-post-test with a control group). The statistical population consisted of students from third-grade to sixth-grade with learning disabilities who had been referred to the learning disability centers of Birjand during the school year of 2020-2021. Thirty students were selected and divided randomly into experimental and control groups. The Emotion Regulation Questionnaire (Gross & John, 2003) and Subjective vitality scale (Ryan & Frederick, 1997) assessment instrument had been used. The plan based on child-parent relationship therapy was performed for the experimental group during ten virtual sessions. The results of multivariate and univariate analysis of covariance showed play therapy based on child-parent relationships had a significant effect on emotion regulation and subjective vitality in students with learning disorders. However, it did not affect the combination of dependent variables of emotion regulation and subjective vitality. Even though the effective use of all emotion regulation strategies has an effect on the well-being and vitality of students with learning disabilities, using only two strategies of Reappraisal and Suppression can’t increase higher subjective vitality in these students undoubtedly. It can be concluded that the treatment in question affects the emotion regulation and subjective vitality of students with learning disabilities and can be used to help them.
Amir Karami; Zahra Zabihi; Mohsen Rasekhi Roshkhar; Tabasi Masumeh
Volume 15, Issue 55 , January 2022, , Pages 133-142
Abstract
The aim of this study was to investigate the role of emotion regulation and resilience in academic adjustment and quality of life of students during the Covid-19 pandemic. This study was a descriptive correlational study. The statistical population included male and female of secondary high school students ...
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The aim of this study was to investigate the role of emotion regulation and resilience in academic adjustment and quality of life of students during the Covid-19 pandemic. This study was a descriptive correlational study. The statistical population included male and female of secondary high school students in Mashhad in the academic year 2020-2021, 400 students were selected as a sample by multi-stage cluster sampling. Research tools include Gross & John Emotion Regulation Questionnaire (2003), the Connor and Davidson Resilience Questionnaire (2003), the Baker and Siryk Academic Adjustment Questionnaire (1984), and the World Health Organization Quality of Life Questionnaire (1998). Data analysis was performed using descriptive statistics, Pearson correlation coefficient and linear regression of enter method. Data analysis showed that there was a significant positive relationship between emotion regulation with academic adjustment and quality of life. Also, there was a significant positive relationship between resilience and quality of life. But there was no significant relationship between resilience and academic adjustment of students. Based on the results of regression analysis, only emotion regulation was a significant predictor of academic adjustment. Also, emotion regulation and resilience were both good predictors of students quality of life. Based on the obtained results, it can be concluded that during the Covid-19 pandemic, emotion regulation skills in students play a significant role in academic adjustment, as well as high levels of emotion regulation and resilience in this period have a significant role in students' quality of life.
Reza Azarian; Hossein Mahdian; Mahmoud Jajarmi
Volume 14, Special Issue , July 2020, , Pages 483-494
Abstract
The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. This study in terms of aim was applied and in terms of methodology was semi-experimental with a pre-test and post-test design with control group. ...
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The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. This study in terms of aim was applied and in terms of methodology was semi-experimental with a pre-test and post-test design with control group. Research population consisted of 11th grade students in three districts of Mashhad in 2018-19 academic years. From them 60 students were selected by purposive sampling method and randomly divided into three equal groups. The experimental groups trained 12 sessions of 70 minutes separately with the academic buoyancy and emotion regulation methods and control group don’t received any training. Research tools were the questionnaires of academic meaning (Henderson-King & Smith, 2006) and academic adjustment (Baker & Siryk, 1984). Data in the SPSS-21 were analyzed with multivariate analysis of covariance and Bonferroni post hoc test methods. Results indicated the effectiveness of both method of academic buoyancy and emotion regulation training in increasing academic meaning and academic adjustment (p < 0/001). Also there was no significant difference between methods in increasing academic meaning and academic adjustment (P>0/05). Therefore, it is recommended that counselors and psychologists use the methods of academic buoyancy and emotion regulation training for increase academic meaning and academic adjustment.
Amin Rafiepoor; saeid Shafaqati; Ali Abedini; Tayebeh Jafari
Abstract
Abstract Test anxiety is a disorder that reduces the performance of students. The purpose of this study was to investigate the prediction of test anxiety based on the difficulty dimensions of emotion regulation in high school students in Tehran. The statistical population of the present study was the ...
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Abstract Test anxiety is a disorder that reduces the performance of students. The purpose of this study was to investigate the prediction of test anxiety based on the difficulty dimensions of emotion regulation in high school students in Tehran. The statistical population of the present study was the first high school students of Tehran in the year 1397. 226 of them (132 girls and 94 boys) were selected through multi-stage cluster sampling and participated in this study. Data gathering tools included Spielberger Anxiety Scale (1980) and Difficulty Emotion Regulation Scale (2004). Pearson correlation analysis and Multiple Regression were used to analyze the data. The results of correlation test showed that dimensions of difficulty in emotion regulation were positively correlated with test anxiety. The results of multivariate regression analysis indicated that the difficulty dimensions of emotion regulation play a significant role in explaining the variance of students' test anxiety. Therefore, it is necessary to direct psychological interventions to improve emotional regulation in relation to reducing test anxiety in students .
