بررسی اثربخشی آموزش تنظیم شناختی هیجان در بهبود عملکردهای روانی- اجتماعی در بین دانش آموزان مقطع متوسطه

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 3، دوره 12، شماره 44، مرداد 1400، صفحه 25-36   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jpmm.2021.26285.3213

نویسندگان

مرضیه جوادپور¹؛ محمد خیر^{* 1}؛ حجت اله جاویدی²؛ امیر هوشنگ مهریار²

¹گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

²گروه روانشناسی، دانشگاه آزاد اسلامی، مرودشت، ایران

تاریخ دریافت: 20 مهر 1399،  تاریخ بازنگری: 07 فروردین 1400،  تاریخ پذیرش: 20 مهر 1400 

چکیده

مقدمه: هدف پژوهش حاضر بررسی اثربخشی آموزش تنظیم شناختی هیجان بر کارکردهای روانی- اجتماعی در دانش آموزان مقطع متوسطه شهر شیراز بود.
روش: روش پژوهش از نوع نیمه تجربی بود که از طرح دوگروهی پیش‌آزمون- پس‌آزمون با گروه شاهد و تخصیص تصادفی در گروه‌های مداخله و شاهد و پیگیری استفاده شد. نمونه پژوهش شامل 40 دانش آموز مقطع متوسطه بود که به شیوه خوشه‌ای چندمرحله‌ای انتخاب و پس از غربالگری به طور تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. برای اندازه گیری کارکردهای روانی- اجتماعی، شرکت کنندگان با پرسشنامه مهارت های اجتماعی ماتسون (1983) آزمون شدند. متغیر هوش نیز به عنوان متغیر کنترل درنظر گرفته شد. مداخله آزمایشی شامل آموزش تنظیم شناختی هیجان براساس مدل گراس به مدت 8 جلسه گروهی 2 ساعته بود. پس از اتمام برنامه آموزشی از هر دو گروه پس آزمون و آزمون پیگیری (دو ماه پس ازاجرای پس آزمون) به عمل آمد. به منظور تجزیه و تحلیل داده ها از روش تحلیل کوواریانس چندراهه استفاده گردید.
یافته­ها: تحلیل نتایج نشان داد که آموزش تنظیم شناختی هیجان، تأثیر مثبت و معنی داری بر مؤلفه های کارکردهای روانی- اجتماعی دانش آموزان به جز بعد اطمینان بیش از حد به خود دارد(05/0 P<).
نتیجه­گیری: با توجه به یافته های پژوهش حاضر می توان نتیجه گرفت که از آموزش تنظیم شناختی هیجان به منظور بهبود و ارتقای کارکردهای روانی- اجتماعی نوجوانان استفاده نمود.  

کلیدواژه‌ها

آموزش تنظیم شناختی هیجان؛ مهارت های اجتماعی؛ هوش

عنوان مقاله [English]

Effectiveness of Cognitive Emotional Regulation Training on The Improvement of social skills in High school Students

نویسندگان [English]

Marzieh Javadpour¹؛ Mohammad khayyer¹؛ hojatalah javidi²؛ Amirhoshang Mehryar²

¹Department of educational psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

²Department of educational psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

چکیده [English]

The purpose of this research was to study of effectiveness of the training of cognitive emotion regulation skills on improvement of Socio- psychological Functions in High school Students in Shiraz. To this end, a semi-experimental design including pretest-posttest and follow up with a control group was employed. Using a convenience sampling method, 40 high school students were randomly assigned to two groups (experimental and control), each with 20 students. The instruments used in this study to collect the data was Matson Social Skills Questionnaire and Cattel Intelligence Scale (Form 2) as a control variable. The experimental group received 8 group sessions of cognitive emotion regulation skills training which was based on the Grass protocol, while the control group received no intervention. Both of groups received follow up After 2 months. Covariance analysis was used to analyze the data. The results showed that training of cognitive emotion regulation increased the scores of adaptive social skills and decreased the scores of maladaptive social skills. Training of cognitive emotion regulation skills can have an effect on improvement of the psycho-socio functions in students.

کلیدواژه‌ها [English]

Cognitive Emotion Regulation, Social Skills, Intelligence

مراجع

1.        Jokar, B. (1999). Normalization of the scale of two culture-independent intelligence tests of Katl for primary and secondary school children in Shiraz. Journal of Social Sciences and Humanities, 28, 21-40.

2.       Yousefi, F., & Khayyer, M. (2002). Assessing the reliability and validity of the Matson Social Skills Scale and comparing the performance of high school girls and boys in this scale. Social Sciences and Humanities, Shiraz University. 18(2), 147- 158.

3.       Alijanzadeh M, Makvand-Hosseini Sh, Kianersi F. (2014). The Effectiveness of Group Dialectical Behavior Therapy (Based on Skills Training) on Aggression in Adolescents. Journal of Clinical Psychology (JCP), 6 (23), 23-33.

4. P., Shams Esfandabad, H., Emamipour, S. (2019). The Effect of Philosophy Education on Social Skills in secondary school students. Journal of Social Research, 10(40), 22-43.
5. Borjali A, Aazami Y, Chopan H, Arab Quhistani D. (2015). Effectiveness of emotion regulation strategies for aggression control based on gross model in substance abusers. Journal of Rehabilitation Research in Nursing, 2(1), 53-65.
6. Connolly J, Nocentini A, Menesini E, Pepler D, Craig W, Williams TS. (2010). Adolescent dating aggression in canada and italy: a cross-national comparison. International Journal of Behavioral Development, 34(2):98-105.
7. De Wied, M., Wied, C. G. D., & Boxtel, A. V. (2010). Empathy dysfunction i children and adolescents with disruptive behavior disorders. European Journal of Pharmacology, 1(2), 97–103.
8. Diamond, L.M. & Aspinwall, L.G.(2003). Emotion Regulation Across the Life Span: An Integrative Perspective Emphasizing Self- Regulation, Positive Affect and Dyadic Processes. Motivation and Emotion, 27.(2), 125-156.
9. Diefendorff JM, Richard EM, Yang J. (2008). Linking emotion regulation strategies to affective events and negative emotions at Journal of Vocational Behavior, 73(3), 498-508.
10. Epstein J A, Botvin G J, Diaz T, Williams C, Griffin K. (2009). Aggression, victimization and problem behavior among inner-city minority adolescents. Journal of Child & Adolescent Substance Abuse (JCASA), 9(3), 51-66.
11. Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire-development of a short 18- item version (CERQ-short). Personality and Individual Differences, 1(41), 1045-1053.
12. Garrote, A. (2017). The Relationship between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusive Classrooms. Frontline Learning Research, 5(1), 1-15.
13. Geravand P & Manshaee GR. (2015). The Effectiveness of emotion regulation and social skills training on overt and relational aggression and pro-social behaviors in aggressive adolescents in Khorramabad. Journal of Disability Studies, 11, 190-199.
14. Goldin PR, Gross J.J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1),83-91.
15. Gross J J. (2002). Emotion regulation: Affective, Cognitive, and social consequences. Psychophysiology (JP), 9(3), 281-291.
16. Hooman H.A, Bahari P. (2013). Cattel^’s culture fair intelligence test II psychometric properties with Raven’s Progressive matrices. Psychologic Reaserch, 5(18), 99-116.
17. Latifi M, Amiri SH, Malekpour M, Molavi H. (2009). The Effectiveness of Training Social- Cognitive- Problem- Solving on Improvement of Interpersonal Relationships, Change in Social Behavior and Self- Efficacy in Students with Learning Disabilities. Advances in Cognitive Science, 11(3), 70-84.
18. Massah, O., Sohrabi, F., A’azami, Y., Doostian, Y., Farhoudian, A., & Daneshmand, R. (2016). Effectiveness of gross model-based emotion regulation strategies training on anger reduction in drugdependent individuals and its sustainability in follow-up. International Journal of High Risk Behaviors & Addiction, 5(1)
19. Matson, J. L.; Matson, M. L. and Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders: An overview. Behavior Modification, 31(5), 682-707.
20. McLaughlin, K.A., Hatzenbuehler, M., Douglas, M.C., & Nolen, H. (2011). Emotion deregulation and adolescent psychopathology: A prospective study. Behavior Research and Therapy, 49, 544-554.
21. Neumann, A., Barker, E., Koot, H., & Maugham, B, (2010). Affect deregulation and adolescent psychopathology in the family context. Journal of Abnormal Psychology, 119, 534-545.
22. Narimani, M; Alisari Nasirlou, K. & Effat-Parvar, S. (2013). The Effectiveness of Emotion-Focused Training for Cognitive Emotional Regulation Strategies of Emotionally Abused Students. Biannual Journal of Applied Counseling, 3 (2), 37-50.
23. Olak KA, Garnefski N & Kraaij V. (2007). Adolescents caught between fires: Cognitive emotion regulation in response to war experiences in Northern Uganda. Journal of Adolescence, 30, 655–669.

24.   Sadri Damirchi, A. & Esmaili Ghazivaloii, F. (2016). Effectiveness of social- emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. Journal of Learning Disabilities, 5(4), 59- 86.

25. Salehi A, Baghban I, Bahrami F, Ahmadi SA. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional problems. Zahedan Journal of Research in Medical Sciences, 14(2),49– 55. (Persian)
26. Silk, J.S., Steinberg, L., & Morris, A.S. (2013). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6): 1869–1880.Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6): 1869–1880.
27. Steinberg, L., Dahl, R., Keating, D., Kupfer, D.J., Masten, A., & Pine, D. (2006). The study of developmental psychopathology in adolescence: integrating affective neuroscience with the study of In D. Cicchetti, & D. Cohen (Eds.), Developmental psychopathology, 2 (pp. 710-741).
28. Szczygie, D., Buczny, J., & Bazinska, R. (2012). Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual Differences, 52, 433–437.
29. Troy, A.S. (2012). Cognitive Reappraisal Ability As A Protective Factor: Resilience to stress across time and context. Doctoral Dissertation of Philosophy. University of Denver.
30. M. and Van Ham, M. (2018). Unpacking the Relationships between Impulsivity, Neighborhood isadvantage, and Adolescent Violence: An Application of a Neighborhood-Based Group Decomposition. Journal of Youth and Adolescence, 47, 859-871.