Comparison of the effectiveness of Emotional Regulation Therapy and Adolescent-Centered Mindfulness Therapy on Emotional Regulation and Emotional Balance of female students involved in Academic Procrastination

Articles in Press

Document Type : Research Article

Authors

1 Fateme Baghban , PhD student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University,

2 Tayebeh Sharifi* ,Professor Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

3 mohammad ghasemi pirbalouti, Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

10.22084/j.psychogy.2025.30341.2761

Abstract

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.

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Journal of Cognitive Strategies in Learning

Articles in Press, Accepted Manuscript
Available Online from 13 May 2025

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