emotional self-awareness

The objective of this study is to identify mental patterns related to positive emotion processing in individuals.

 This qualitative study used semi-structured interviews to collect data from 26 participants residing in Tehran. The sample consisted of 14 men and 12 women with an average age of 32 years. Theoretical saturation was applied in data collection, and data analysis was conducted using NVivo software.

Three main categories were identified: cognitive processing of positive emotions, physiological processing of positive emotions, and social impacts of positive emotion processing. In cognitive processing, key themes included analysis and interpretation of positive emotions, emotional self-awareness, and reflection on positive experiences. Physiological changes such as increased energy and muscle relaxation were noted in the physiological processing. Social impacts included effective social interactions and receiving social support.

The findings of this study suggest that positive emotion processing has broad impacts on individuals’ mental, physiological, and social well-being. Additionally, identifying mental patterns related to the processing of these emotions can serve as valuable tools for improving life quality and mental health.

The present study was conducted in order to investigate the effectiveness of training social Plays on emotional self-awareness and social skills in students who are victims of domestic violence. The research method studied was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all male students aged 7 to 9 who were victims of domestic violence in rehabilitation centers covered by the welfare of Tehran in 1401, and in this research, 30 students were randomly selected using available sampling methods. They were divided into two groups receiving treatment (15 experimental and 15 control) and Rafi’s emotional self-awareness questionnaire (2007) and Gresham's social skills questionnaire (1990) were used to collect data. The experimental group was trained for 8 sessions of 60 minutes, while the control group was on the waiting list and did not receive any training. After the sessions, both groups were evaluated using the above questionnaires. The data was analyzed using one-way covariance analysis and the findings showed that training social Plays increases emotional self-awareness and social skills in students who are victims of domestic violence at a significant level of less than one thousandth P<(0/001) became was effective.

The aim of the present study was to investigate the structural relationships between feelings of connectedness and self-compassion with students' academic well-being based on the mediating role of emotional self-awareness. This descriptive correlational study was performed on students of Tabriz University of Medical Sciences. A number of 350 students (181 males and 169 females) who were selected through multi-stage sampling method completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. The data were analyzed using structural equation modeling method. The hypothetical model of academic well-being provided a good fit to the research population (X2/df=2/12, RMSEA=0/05). Direct path of sense of coherence and emotional self-awareness to academic well-being was significant. But, direct path of self-compassion wasn't significant. Also, direct path of sense of coherence and self-compassion to emotional self-awareness was significant. Indirect path of sense of coherence and self-compassion with mediating role of emotional self-awareness was significant. In total, 35% of the variance of academic well-being was explained by the variables of the proposed model. Given the direct and indirect effect of sense of coherence, self-compassion and emotional self-awareness on the academic well-being, it seems that reinforcement of emotional self-awareness, self-compassion and sense of coherence may enhance student’s academic well-being.

The purpose of the study was the effectiveness of emotion-focused therapy on emotional self-awareness, self-objectification, and reduction of symptoms in girl students with symptoms of binge-eating. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all female students suffering from binge eating in the city of Isfahan in the winter of 2022, and 30 people were selected by purposeful sampling and randomly assigned to two experimental and control groups (15 people in each group). Research measurement tools included the Binge Eating Scale (BES) by Gormally et al. (1982), the Self-Reflection and Insight Scale (SRIS) by Grant et al. (2002), and the Self-Objectification Questionnaire (SOQ) by Noll and Fredrickson (1998). The experimental group underwent 12 60-minute sessions (2 sessions per week) of Greenberg's (2017) emotion-focused therapy. Data were analyzed through multivariate covariance statistical tests. The results of this study showed that by controlling the pre-test effect, there is a significant difference between the post-test averages of emotional self-awareness, self-objectification, and binge-eating symptoms between the experimental and control groups (P<0.05). Based on the results of the research, it can be said that emotion-focused therapy is considered a suitable approach to improve the problems caused by binge eating in affected female students.

The purpose of this study was the investigate the relationship between family-organized cohesiveness and cyberbullying with the mediating role of emotional maturity and emotional self-awareness. The method of descriptive correlational research was structural equation modeling. The statistical population of this study consisted of female high school students in Astara in 2023. Among them, 339 people were selected as a sample using the available sampling method. The data were collected using for Family Organized Cohesiveness Scale (FOCS; Fisher et al, 1992), Emotional Maturity Scale (EMS, Singh & Bhargava, 1990), Cyberbullying Scale (CBS; Minesini et al, 2011) and Emotional-Awareness Quotient (EAQ-30; Rieffe et al, 2007). The proposed model was suitable. The results showed that the direct effect of family cohesion with cyberbullying, emotional self-awareness, and emotional maturity, as well as the direct effect of emotional self-awareness on cyberbullying and emotional maturity on cyberbullying, was significant (P<0.05). In addition, the results showed that emotional maturity and emotional self-awareness play a mediating role between family cohesion and cyberbullying (P<0.05).  overall, family cohesion had a direct effect on mediating the role of emotional maturity and emotional self-awareness in cyberbullying.

The purpose of this study is the investigation of the role of competence perception in predicting emotional self-awareness and bullying and victim behavior in elementary students. The research method was descriptive-correlational. The statistical population was were 1200 Zahedan elementary school students in the year 1398. The 268 numbern of the students (138 girls, 130 boys) were selected by random multi-stage cluster sampling. The variables were measured using the Harter competency perception questionnaire (1982), Tanjani et al. (1990) emotional self-awareness questionnaire, and Rigby and Esley bullying-victim (1993). Data were analyzed using Pearson correlation and regression methods. The results showed that emotional self-awareness was positively and positively correlated with competency perception (r = 0.675, P <0.001) and has negatively correlated with bullying with competency perception (r = -0.547, P <0.001). Inaddition, with a one score of change in competency perception, emotional self-awareness and bullying-victim behavior change 0.67 and -0.54, respectively. According to the results, it is concluded that by increasing students' perception-competence, they can increase their emotional self-awareness and reduce bullying behavior.

Various factors are effective in the durability and survival of the family, including the emotional experience of couples with each other, and paying attention to it can provide a basis for improving family structures. The present study sought to answer the question whether the variables of reflective functioning, emotional expression, emotional self-awareness, attention-seeking and dependency to Instagram can predict the emotional experience with the spouse among the married people of Isfahan city.

The current research method was descriptive and correlational. The studied population in this research was all married people of Isfahan city. A sample of 250 people was selected using the available method and then the questionnaires were distributed among the people. The research tools were: Yousefi, ghafarollahi, Golparvar, Kiani emotional experience with the spouse questionnaire, Fonagy and Bateman's reflective function questionnaire, King and Emmons' emotional expression questionnaire, the emotional self-awareness subscale of Bar-on's emotional intelligence questionnaire, a researcher-made attention-seeking questionnaire and Young's Internet Addiction Questionnaire. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and stepwise regression).

The results of this research showed that among the predictor variables, positive emotional expressiveness and dependency to Instagram have the power to predict positive emotional experience with the spouse, and variables of attention-seeking, positive emotional expressiveness and the certainty factor from the reflective functioning variable have the power to predict negative emotional experience with the spouse.

According to the findings of the research, in order to improve positive emotional experiences with the spouse, dependency to Instagram and positive emotional expression should be increased among women, and to reduce negative emotional experiences with the spouse, attention seeking should be reduced and positive emotional expression and certainty should be increased.

The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.

The aim of the present study was to compare the effectiveness of affect phobia therapy (APT) and acceptance and commitment therapy(ACT) on the emotional self-awareness and perception of suffering in patients with chronic pain disorders.

This was a semi-experimental type with a pre-test and post-test design with a control group and a two-month follow-up. The statistical population infertile patients with chronic pain disorders to pain centers Isfahan in 2023. 45 of them were selected by available sampling method and randomly replaced in to three gropes. Data collection tools were emotional self-awareness questionnaire and perception of suffering questionnaire. The first experimental group underwent eight sessions of APT of the McCullough protocol (2003) and the second experimental group underwent eight sessions of ACT protocol of Dahl (2015). The control group was placed on the waiting list. Data analysis was done using of Analysis of covariance with SPSS-23.

The results showed that both interventions were effective in emotional self-awareness and reducing perception of patients with chronic pain disorders in the post-test and follow-up phase (P<0.05). There was significant difference between the two experimental groups in the post-test and follow-up stages in emotional self-awareness and ACT was more effective than APT (P<0.05). There was no significant difference between the two experimental groups in the post-test and follow-up stages in Perception of Suffering (P>0.05).

Both treatments are effective in improving the mental health patients with chronic pain disorders and can be used to reduce psychological problems in pain disorders treatment centers.

The emotional component of the relationship between parents and children plays an important role in the formation of problematic behaviors in children and adolescents and their mental health in general. The present study was conducted with the aim of explaining the causal model of parental meta-emotional philosophy based on emotional self-awareness, differentiation and existential anxiety. The study method was descriptive-correlation and structural equation model analysis. The statistical population included all the parents of Kermanshah city. A total of 201 parents were selected using the accessible method. The data collection tools were the Parental meta-emotion philosophy Scale, the Emotional Self-Awareness Scale, the Self-Differentiation Inventory - Short Form, and the Existential Concerns Questionnaire (Van Brugen et al., 2017). The validity of the tools was measured by using content validity in a qualitative method and reliability by internal consistency by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 21 and AMOS 21 software. The results showed that the direct paths of existential anxiety to meta-emotional philosophy; Differentiation to emotional self-awareness; and emotional self-awareness to meta-emotional philosophy, as well as the indirect path of differentiation to parental meta-emotional philosophy with the mediating role of emotional self-awareness is positive and significant. In other words, the results showed that parents who have higher differentiation have more emotional self-awareness and are more in emotion coaching in meta-emotional philosophy. This finding can be used in theoretical models related to the determinants of parent's emotion coaching or in psychological interventions to help parents to increase their emotion coaching.

Paying attention to the mental state of psychotherapy trainees plays an essential role in preparing students to enter the field of therapy. Therefore, this research was conducted with the aim of determining the effectiveness of short-term intensive psychodynamic therapy on emotional self-awareness, empathy and self-compassion in psychotherapy trainees.

It was a semi-experimental research with a pre-test-post-test design with two experimental and control groups and a two-month follow-up. The statistical population of the research consisted of all the psychotherapist trainees in Tehran in 2021, who were selected by the available sampling method, 30 people and randomly replaced in two groups of 15 people. Data collection was done with emotional self-awareness questionnaire (Rifi et al., 2008), empathy questionnaire (Mehrabian and Epstein, 1972) and self-compassion questionnaire (Neff, 2003). For each of the experimental groups, an intervention program was held in the form of weekly meetings. In addition to descriptive statistics, data analysis was performed with mixed analysis of variance and Bonferroni's post hoc test.

The results showed that in the post-test period, between the mean scores of emotional self-awareness (p<0.01), empathy (p<0.01) and self-compassion (p<0.01) of the experimental group in the intervention sessions compared to the control group. Statistically, the difference is significant. The effectiveness of short-term intensive psychodynamic therapy was stable over time in the subjects of the experimental groups.

Based on the results of the research, conducting psychological interventions for the preparation of psychotherapy trainees is very important and can be a basis for raising awareness and correctly applying these interventions in psychotherapy trainees.

The present study was conducted with the aim of determining the effectiveness of cognitive therapy based on mindfulness on emotional self-awareness, empathy and self-compassion in psychotherapy trainees.

It was a semi-experimental research with a pre-test-post-test design with two experimental and control groups and a two-month follow-up. The statistical population of the research consisted of all female psychotherapist trainees in Tehran in 2021, who were selected by the available sampling method and randomly replaced in two groups of 15 people. Data collection was done with Rifi et al.'s emotional self-awareness questionnaire (2008), Mehrabian and Epstein's empathy questionnaire (1972), and Neff's self-compassion questionnaire (2003). For each of the experimental groups, a cognitive therapy intervention program based on Bowen and Marlatt (2011) was held in the form of weekly sessions. In addition to descriptive statistics, data analysis was performed with mixed analysis of variance and Bonferroni’s post hoc test.

The results showed that in the post-test period, between the average scores of empathy (P<0.001), emotional awareness (P<0.001), and self-compassion (P<0.001) of the company group There is a statistically significant difference between the participants in the intervention sessions compared to the control group. The effectiveness of the two intervention methods was stable over time in the subjects of the experimental groups.

Based on the results of the research, conducting psychological interventions for the preparation of psychotherapy trainees is very important and can be a basis for raising awareness and correctly applying these interventions in psychotherapy trainees.

Social networks are a source of distraction in personal, educational and professional work. The aim of this study was to construct a structural model of type D personality with social media addiction as a mediating role of emotional self-awareness in adolescents. The research method is descriptive-correlational modeling of structural equations. The statistical population of this study consists of all high school students in Nurabad (Delfan) in the academic year 1400. The sample consisted of 384 high school students in Nurabad (Delfan) who were selected by convenience sampling method and used the type D personality Denollet (1998), Emotion Awareness Questionnaire Lahaye (2011), Social Media Addiction Scale Tutgun-Ünal, & Deniz (2015) responded online. Structural equation modeling and AMOS edition 24 and SPSS 26 were used to evaluate the proposed model. The results of Pearson correlation coefficient showed that there was a negative relationship between personality type D and emotional self-awareness (P≥0.001). There is also a positive relationship between personality type D and social media addiction (P≥0.001). The proposed model had the necessary fit with the data. Structural equation modeling showed that 25% of the variance of emotional self-awareness and 32% of the variance of social media addiction is explained by type D personality and emotional self-awareness. Although the personality type of individuals and the level of awareness of emotions in addiction to related networks, but it should be borne in mind that the proper use of these networks can be a useful resource in the process of primary education of students

The aim of this study was to determine the fit of structural model of self-defeating behaviors based on basic psychological needs, moral identity and emotional self-awareness in young girls.

The present study was correlational and path analysis. The statistical population of the present study included all male and female graduate students of Tehran universities who were studying in the academic year of 2019-20, were selected by cluster sampling; And the Questionnaire of the Importance of Moral Identity for Self (Aquino and Reed, 2002), the Basic Psychological Needs Questionnaire (Guardia et al., 2000), the Academic Dishonesty Scale (Kabi et al., 1997), the Emotional Self-Awareness Questionnaire (Grant et al., 2002), The Cognitive and Self-Behavioral Scale (Cunningham, 2007) responded. Data were analyzed using structural equation modeling method by Amos software.

Findings showed that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in young people has a good fit (RMSEA= 0.07, GFI= 0.90). There was a significant negative relationship between moral identity and self-defeating behaviors (P<0.01, r= -0.20). Self-awareness has an indirect effect on self-defeating behavior mediated by guilt (P<0.01).

It can be concluded that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in students has a good fit.

The aim of this study was to investigate the role of emotional self-awareness, referral thinking, and mental vitality in predicting relapse in women using drugs. This research was descriptive and correlational. The statistical population of this study was women who used drugs referring to harm reduction centers and night shelters in Tehran, District 12. Among them, 60 people who were on withdrawal for a maximum of two weeks were selected by purposive sampling. Research tools included the Addiction Return Prediction Questionnaire (Wright, 1993), Emotional Self-Awareness (Grant et al., 2002), Reference Thinking (Ering, 2010), and Mental Vitality (Ryan and Frederick, 1997). Pearson correlation test and simultaneous linear regression were used to analyze the data. Findings showed that returning to addiction had a positive and significant relationship with referral thinking (repetitive negative thoughts, perceived dysfunction, and mental capacity capture) and a negative and significant relationship with emotional self-awareness (recognition, identification, communication, problem-solving, environmentalism) and mental vitality (P <0.05). Regression results also showed that recognition (-0.38), communication (-0.20), problem solving (-0.26), repetitive negative thoughts (0.22), perceived inefficiency (0.40), mental capacity capture (0.31) and mental vitality (-0.38) predict a return to addiction. Given the role of emotional self-awareness, referral thinking, and mental vitality in predicting a return to addiction in women drug users, it is necessary to conduct workshops based on these concepts to people who are quitting drugs.

Abstract The purpose of this study was to determine the role of mediator of emotional self-awareness in the relationship between sense of coherence and self-compassion with academic well-being in students. The present study was correlational. Using a multi-stage random sampling, 350 students were selected among undergraduate students of Tabriz University of Medical Sciences. The participants completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. In order to test the direct and indirect effects model, structural equation modeling was used. The findings indicated that the data fit the model well. The direct effect of sense of coherence and emotional self-awareness on academic well-being was significant. But the direct effect of self-compassion on academic well-being wasn't significant. Also the direct effect of sense of coherence and self-compassion on emotional self-awareness was significant. Indirect effect of sense of coherence and self-compassion with mediating role of emotional self-awareness on academic well-being was significant.  findings of the study showed that  sense of coherence and emotional self-awareness could significantly predict academic well-being. Consequntly , it can be concluded that emotional self-awareness had a mediating role between sense of coherence and self-compassion with well-being.

The present study aimed to investigate the mediating role of defense mechanisms in the relationship between personality disorders and emotional self-awareness. The Study design was descriptive-correlational. The statistical population included all people with each of the personality disorders, who referred to the psychotherapy and counseling office of the first author of the article in Tehran province in 2019 & 2020, that a sample of 200 people was selected, by using the convenient sampling method, and they responded to the Millon Multiaxial Inventory-III (1994), the Emotional Self-Awareness Questionnaire by Grant et al., (2002) and the Defense Styles of Andrews et al. (1993). The correlation coefficients of research variables with the total score of personality disorders showed that emotional self-awareness is significantly negatively correlated with the overall score of personality disorder, and underdeveloped and neurotic defense mechanisms are significantly positively correlated with it. Also, the developed defense mechanisms are significantly mediating the relationship between personality disorders and emotional self-awareness, including schizoid, schizotypal, histrionic, borderline, narcissistic, dependent, obsessive-compulsive personality disorder, and the category of another personality disorders, and have a positive relationship with emotional self-awareness and a negative relationship with personality disorders. In other words, the less use of developed defense mechanisms leads to lower emotional self-awareness and greater grounds for the emergence of these personality disorders. The mediating role of neurotic defense mechanisms was significant in the two schizotypal and obsessive-compulsive personality disorders, and this defensive style had a positive relationship with personality disorder and a negative one with emotional self-awareness. The present study showed the relationship between a low level of emotional self-awareness and the emergence of personality disorders, as well as the relationship between the use of undeveloped and neurotic defense mechanisms and the emergence of personality disorders. Besides, it has shown that and the emergence of personality disorders can be explained based on the lack of emotional self-awareness, and defense mechanisms can be considered as mediating factors in this regard.

Internet addiction is a phenomenon which damages the students’ social, communicative, cognitive, psychological and emotional processes of the students.  This study seeks to investigate whether cognitive-behavioral group therapy will improve emotional self-awareness and problem solving ability of students with internet addiction in secondary school.

The present study was conducted with the aim of investigating the effectiveness of group cognitive-behavioral therapy on emotional self-awareness and problem-solving skill of secondary high school students with internet addiction.

The research method was quasi-experimental with pretest, posttest, control group and 45-day follow-up. The statistical population included all secondary high school students with internet addiction who were 40 students owning the criteria of entering the study and were purposefully selected and randomly replaced into experimental and control groups. The applied instruments in the study included internet addiction questionnaire (Yang, 1996), emotional self-awareness questionnaire (Grant, et.al, 2002) and problem-solving questionnaire (Hepner, 1988). The experimental group received group cognitive-behavioral therapeutic intervention in nine ninety-minute sessions during two-and-a-half months once a week while the control group didn’t receive them. Then the students in both groups took the posttest. The follow-up stage was administered after 45 days. The data analysis of the study was done mixed ANOVA method.

The results showed that group cognitive-behavioral therapy has significant effect on emotional self-awareness and problem-solving skill of the students with internet addiction at the posttest and follow-up stages (p<0/001).

According to the findings of the present study it seems that through cognitive-behavioral therapy, emotional self-awareness and problem-solving skill of the students with internet addiction can be increased.