نوع مقاله : مقاله پژوهشی
نویسندگان
1 فاطمه باغبان،دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.
2 طیبه شریفی(نویسنده مسئول)،استاد گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران
3 محمد قاسمی پیربلوطی،استادیار گروه روان شناسی،واحد شهرکرد،دانشگاه آزاد اسلامی،شهرکرد، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The aim of this study was conducted with the aim of comparing the effectiveness of emotional regulation therapy and adolescent-centered mindfulness therapy on emotional regulation and emotional balance of female students involved in academic procrastination.
Method: The research method was a quasi-experimental pre-test-post-test type with a control group and a follow-up period. The research community was female students involved in academic procrastination in Isfahan in 2024. 60 students were selected convenience sampling from the mentioned society and randomly assigned to two experimental groups and one control group. The research tools were John and Gross' emotion regulation questionnaire (2004) and Diener et al.'s emotional balance scale (2010). The first experimental group received emotion regulation training and the second experimental group received adolescent-centered mindfulness therapy in the form of 8 sessions. The results were analyzed by variance with repeated measurements and SPSS26.
Findings: The results showed that in the post-test and follow-up stages, there is no difference in the variables of re-evaluation, suppression and emotional balance between the two experimental groups; But there is a difference between the test groups and the control group (P<0.05).
Conclusion: Adolescent specialists can use two approaches of emotion regulation and adolescent-centered mindfulness therapy in order to improve emotion regulation strategies and increase the emotional balance of adolescents.
کلیدواژه‌ها [English]
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