تنظیم هیجانی

The aim of this study was to predict academic disengagement in English language learners at the secondary level based on parental perfectionism, with the mediating role of emotional regulation. The research method (descriptive-correlational) involved regression analysis (prediction). The population of this study consisted of all English language learners at the secondary level in language centers in Ahvaz who were engaged in learning English during the academic year 2023-2024. The sample consisted of 130 learners and their parents, selected through random cluster sampling. The data collection tools included the Parental Perfectionism Questionnaire by Terry-Short and colleagues (1995), Pekrun Academic Burnout Questionnaire by Pekrun and colleagues (2002), as well as the Emotional Regulation Questionnaire by Gross and John (2003). Descriptive and inferential statistics were used for data analysis, employing SPSS version 24. The findings indicated that academic disengagement in English language learners can be predicted through parental perfectionism and the mediating role of emotional regulation. In other words, parental perfectionism indirectly affects academic disengagement through emotional regulation. Furthermore, abnormal parental perfectionism leads to higher academic disengagement in learners. According to the results, 36% of the academic disengagement can be predicted by parental perfectionism and emotional regulation. Therefore, it can be concluded that negative parental perfectionism as well as the lack of emotional regulation skills contribute to increased academic disengagement.

The child-centered communication that is provided in special game sessions makes child therapy a desirable therapeutic tool for parents belonging to different cultures. This study aimed to compare the effectiveness of attachment-centered play therapy and parent-child relationship-based play therapy on the emotional regulation of children with separation anxiety disorder.

The current quasi-experimental research was conducted using a pretest-posttest-follow-up method with two experimental groups and one control group. The statistical population of this research included all mother-child pairs of five to six-year-old girls and boys with separation anxiety who were registered in preschool centers or kindergartens in the 4th district of Tehran in the academic year of 2022-2023. Among them, 45 people were selected by the available sampling method and randomly assigned to two experimental groups (15 people in each group) and one control group (15 people). The experimental group of attachment-centered play therapy was trained for 8 sessions of 60 minutes, and the experimental group of play therapy based on the parent-child relationship was trained for 10 sessions of 2 hours. The tools used in the current research included emotional regulation (Shields and Cicchetti, 1995). The analysis of the information obtained from the implementation of the questionnaire was done through SPSS-v24 software in two descriptive and inferential sections (variance analysis with repeated measurements).

The findings related to the within-group factor showed that the calculated F value for the effect of the phases (pre-test, post-test, and follow-up) was significant at the 0.05 level for emotion regulation scores (F=2.9 at P<0.05). The results indicated that both interventions used in this research could significantly improve the emotional regulation of children with separation anxiety disorder.

The results demonstrated that both training programs, utilizing specialized techniques of each intervention, were able to effectively promote empathy with the child and respond to the child's needs while providing emotional regulation, which in turn enhanced the mother's ability and competence.

The aim of this study was to compare emotional regulation, decision-making styles and cognitive processing in children with oppositional defiant disorder and normal children.

The research method was descriptive causal-comparative. The statistical population included all normal students and children with oppositional defiant disorder in primary school in Minoodasht city in the academic year of 2018-19. Children with oppositional defiant disorder were selected using the cluster random sampling method and normal children with the available method. For data collecting, oppositional defiant disorder rating scale for children, the Grass & John's Emotion Regulation Questionnaire, Scott and Bruce's decision-making styles, and the Schoenberg and Skilder information processing questionnaire were used.

The results of the multivariate analysis of variance showed that the average reappraisal of normal children was higher than that of children with oppositional defiant disorder, and the mean repression of children with oppositional defiant disorder was higher than that of normal children. In avoidant, dependent, and instantaneous decision-making styles, the mean of children with oppositional defiant disorder was higher than in normal children, and the average of normal children in intuitive and logical styles was higher. The mean components of cognitive processing, including critical reading, primary tissue, and the structure of normal children, were higher than those of children with oppositional defiant disorder.

Therefore, it can be concluded that the nature of the disorder in children with oppositional defiant disorder causes them to be weaker in emotional regulation, decision-making styles, and cognitive processing than their normal peers.

Apparent differences in daily functioning can sometimes be caused by internal differences in the human mind or body. The present study compared sensation seeking and emotion regulation in left- and right-handed students. The statistical population comprised 5200 students of Payame Noor University of Hamadan (Iran) in the academic year 2019-2020, from whom a sample of 300 was randomly selected. The instruments used were Chapman's Handedness Questionnaire (1987), Garnefski's Cognitive Emotion Regulation Questionnaire (2011), and Zuckerman's Sensation Seeking Scale (SSS). The data were analyzed using an independent t-test and multivariate analysis of variance in SPSS. The results showed no significant difference between the two groups in terms of emotion regulation and its components. However, there were significant differences in the variable of sensation seeking, where left-handers scored much higher than right-handers. These findings can be discussed in relation to cultural, educational, and training issues.

To deal with the problems caused by attention deficit/hyperactivity disorder, including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method. Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.

The present study was quasi-expremental and pretest-posttest design was used with control group. The statistical population of the present study inclouded all boys with ADHD who were at the same time with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8 sessions of one hour per week of parental training and the control group did not receive any training. Result of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in children with ADHD and decreased these problems.

The results of the research data showed that teaching positive parenting program to mothers reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity (p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).

Based on the obtained data, it can be said that teaching positive parenting program to mothers was effective in improving the level of anxiety and improving emotional regulation in children with attention deficit/hyperactivity disorder.

The aim of this study was to investigate the relationship between emotional regulation strategies and social security sense with the quality of life among university students. The research method was descriptive-correlational. The statistical population of this study consisted of all students of Applied Science and Technology University of Bojnord city who were students in 2018-2019. Out of this population, 242 students (123 female and 119 male) were selected as target group by stratified random sampling method. The data were collected by using the Gransfeck et al (2001) emotional regulation strategies, researcher-made social security sense questionnaires and the Weir & Sherbun (1992) quality of life scale. For data analysis, the criteria used included the average values, standard deviation, and frequency distribution table by the help of SPSS software in order to analyze descriptive statistics, regression analysis and one-way analysis of variance. Correlation results showed that variables of emotion regulation strategies and sense of social security had a positive significant relationship with the quality of life. Regression analysis showed that only positive strategies could explain the changes in the quality of life with a beta of 0.238. According to the results of the study, any action taken to improve the sense of social security and increase the use of positive emotion regulation strategies will improve the quality of life.

The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive behavioral learning, and blended learning in mothers on the executive functions and emotion regulation of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/ post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The statistical population included all first-grade to third-grade male elementary school students with attention deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in the blended learning group, and 15 subjects in the control group) that were selected through convenience sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000). The data was analyzed using the tests of multivariable analysis of variance and covariance analysis with repeated measures. The results indicated that there is a significant difference between the emotion regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc test of the blended learning method had a significant impact on the executive functions in comparison to two mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact in comparison to mindfulness learning.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on reduction of academic burnout in students with early learning disabilities in Tehran.

This was a quasi-experimental study with pretest-posttest,and follow up. The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through simple random sampling and randomly divided into 3 eperimental groups and a control group. attributional retraining,emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Brosu et al. academic burnout Questionnaire(1997),was used in the pretest, posttest, and follow up stages. The data were analyzed using MANCOVA,ANCOVA.

The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training program.

Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

The research aim was to investigate effectiveness of emotion regulation training in improving self perception and assertiveness of students with learning disabilities. Research method was quasi-experimental with pretest, posttest, and control group. Statistical population consisted students with learning disabilities who had been referred by the schools to the center for learning disabilities of Ahvaz in 2019 school year. Of among them 30 children were selected by available sampling method and assigned in the experimental (n=15) and control (n=15) groups. To collect the data, Self percepption Profile for Children (Harter, 1988) and Assertiveness Scales (Thompson & Berenbaumm, 2011) were used. For experimental group, emotion regulation training was executed at 8 weekly sessions in 90 minutes whereas control group did not receive any training. The results of univariate and multivariate covariance analysis showed that by controlling the effect of the pretest between the scores of the posttest for the experimental and the control group, there was a significant difference between the variables of self perception and assertiveness (P= 0.001). Such emotion regulation training can be used as an effective intervention method to improve self perception and assertiveness of students with learning disabilities.

Academic procrastination indicates a delay in academic activities that can be intentional, accidental or habitual and is related to several factors. The aim of this study was to predict academic procrastination based on maladaptive schemas and personality traits mediated by emotional regulation and self-determination in students.

The research method was descriptive-correlational. The statistical population of the study consisted of all female high school students in Tehran in 2009-2010. 350 students were selected by purposive sampling method and Solomon and Rothblom 1984 academic procrastination questionnaire, maladaptive schemas (Young, 1998), personality traits (McCurry and Costa, 1985), emotional regulation (Gross and John, 2003) and self-determination (Guardia, Desi and Ryan, 2000). Data were analyzed using structural equation modeling.

Based on the results of this study, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that maladaptive schemas and personality traits both directly and indirectly through emotional regulation and self-determination in female students with procrastination. They have an educational relationship. Also, the results showed that the relationship between emotional regulation and self-determination with academic procrastination in female students is negative and significant.

It is recommended that educational psychologists and academic counselors develop a suitable educational program to reduce academic procrastination in students and teach them strategies to improve maladaptive schemas, personality traits, emotion regulation and self-determination.

Cognitive and homework assignments in gifted schools may hurt the psychological and emotional processes of gifted students. Therefore, the present study was conducted aiming to investigate the effectiveness of mindfulness therapy on the first-grade high school gifted students' anxiety and emotion regulation.

The research method was experimental with pretest, posttest, control group and two-month period follow-up design. The statistical population of the present study included all first-grade high school gifted students in the city of KhorramAbad in academic year 2017-18. Purposive sampling and random replacement were used in the present study in a way that 30 students were selected from first high school students in the city of KhorramAbad through purposive sampling method and randomly placed into experiment and control groups. The experiment group received interventions in 10 seventy-five-minute sessions during three months. The utilized tools in the present study included Anxiety Questionnaire (Beck et al, 1988) and Emotion Regulation Questionnaire (Gross and John, 2003). The data from the study were analyzed through repeated measurement ANOVA via SPSS23</sub>.

The results showed that the mindfulness therapy has significantly influenced the gifted students' anxiety and emotion regulation (P<0.001). Moreover, the results showed that this therapy was able to significantly maintain its effect in time (P<0.001). The effect of mindfulness therapy on anxiety and emotion regulation of gifted students was 86% and 74% respectively.

According to the findings of the present study, it can be concluded that mindfulness therapy concomitant with employing techniques such as thoughts, emotions and mindful behavior can influence anxiety and emotion regulation. Therefore mindfulness therapy can be applied as an efficient therapy to decrease anxiety and increase and emotional regulation in gifted student.

The purpose of this study was to identify the relationship between emotional regulation and daring with psychological well-being among high school students. In this study, descriptive correlational research method was used. The target population was high school students in Harris County who were selected based on cluster sampling method. First, 320 students were selected according to Krejcie and Morgan table. Then, three questionnaires, including Garnefsky’s (2001) emotion regulation, Shering’s (1980) Daring questionnaire, and Ryff’s (1989) psychological well-being questionnaire, were used to collect the required data. The content validity of the questionnaires was checked and their reliability was estimated using Cronbach’s Alpha, which turned out to be 0/93, 0/90 and 0/92 respectively. Descriptive and inferential statistics such as mean, percentage, Kolmogorov-Smirnov test, Pearson correlation and multivariate regression were used to test the hypotheses. The results of Pearson correlation and multivariate regression tests showed that there is a significant relationship between emotional regulation and daring variables with the students’ 'psychological well-being and also it was found that emotional regulation and daring can account for about 67 percent of the students' psychological well-being total variance.