Mohammad Darzi; Shahryar Yarmohamadi Vasel; Abolghasem yaghobi; Rasoul Kord Noghabi
Abstract
The purpose of this study was to investigate the effect of self-compassion training on cognitive emotion regulation and fear of intimacy in adolescents with oppositional defiant disorder. The semi-experimental study employed a pre-test and post-test with the control group design. The statistical population ...
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The purpose of this study was to investigate the effect of self-compassion training on cognitive emotion regulation and fear of intimacy in adolescents with oppositional defiant disorder. The semi-experimental study employed a pre-test and post-test with the control group design. The statistical population of this study consisted of all male students diagnosed with oppositional defiant disorder studying in high school of Boin Zahra City in the academic year 2022-2023. The sample size of the study, based on previous experimental research, included 30 people who randomly placed in two experimental groups (15 people) and a control group (15 people). The experimental group received training in 8 sessions of 90 minutes once a week and the control group received no training. The instruments used in this study were clinical interviews based on Dsm-5 criteria, the cognitive Emoting Regulation Questionnaire (Garnefski & Kraaij, 2006), the Fear of Intimacy Questionnaire (Descutner & Thelen, 1991), and the Oppositional defiant disorder scale (Hommersen et al., 2006). Data analysis conducted using Multivariate Analysis of Covariance (MANCOVA). The results showed that self-compassion training leads to an increase in adaptive strategies of cognitive emotion regulation, a decrease in maladaptive strategies for cognitive emotion regulation, and a decrease in fear of intimacy in adolescents with oppositional defiant disorder (p<0/05). Therefore, self-compassion training can used to improve cognitive emotion regulation and reduce fear of intimacy in adolescents with oppositional defiant disorder.
Cognitive psychology and school learning
Abolghasem Yaghoobi; Masoomeh Azizi; afshin Afzali; Taherh Haghtalab
Abstract
The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted ...
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The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes