نوع مقاله : مقاله پژوهشی
نویسندگان
1 معلم آموزش و پرورش مرند.
2 رییس دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز
3 استادیاردانشکده روانشناسی وعلوم تربیتی دانشگاه آزاداسلامی واحدتبریز
4 استاد گروه روانشناسی دانشگاه تبریز
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
{}the present study was conducted to determine the effectiveness of cognitive emotion regulation and social adequacy training program on emotional self-regulation and positive learning emotions of learners. { The design of this research is pre-test-post-test with unequal control group } and the research method was quasi-experimental in which two questionnaires "emotional self-regulation" and "positive learning emotions of learners" were used before and after training. The statistical population of the study was 11th grade male students in Marand city. Using multi-stage cluster random sampling method, 60 people in three experimental groups 1, experimental group 2 and control group {were selected} to participate in the study. The first experimental group was taught "cognitive emotion regulation"; The second experimental group was trained in "social adequacy" and the control group did not receive any training. The results of multivariate and univariate analysis of covariance showed that there was a significant difference between the groups in increasing emotional self-regulation (p<0.05) and positive learning emotions of learners (p <0.05). Findings showed that two methods of social adequacy training and cognitive emotion regulation in improving non-acceptance of emotional responses; Difficulty in purposeful behavior, difficulty in controlling impulse and lack of emotional clarity have different effects, and this difference is in favor of teaching cognitive emotion regulation( p<0.05 , F = 32.35); But these two methods improve the lack of emotional awareness; limited access to emotion regulation strategies; Improving academic enjoyment, academic hope, and academic pride have the same effect.
کلیدواژه‌ها [English]
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