Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 843-856 |
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Shahini A, Abdi H, Nohi S. Comparing the effectiveness of emotion regulation and mindfulness training on risky behaviors in cyberspace, and communication skills of students in the puberty stage. RBS 2026; 23 (4) :843-856
URL: http://rbs.mui.ac.ir/article-1-2108-en.html
URL: http://rbs.mui.ac.ir/article-1-2108-en.html
1- , habdi1978@gmail.com
Abstract: (15 Views)
Aim and Background: As internet usage continues to grow among teenagers, there is increasing concern about the rise of risky digital behaviors and weakened communication skills during this sensitive stage of growth; consequently; the present study aimed to compare the effectiveness of emotion regulation skills training and mindfulness training on risky behaviors in cyberspace and communication skills of students in puberty.
Methods and Materials: The research method was quasi-experimental with a pretest-posttest design. The statistical population included all male students aged 12-16 years in the first secondary school grade (7th to 9th) studying in Shahrood in the academic year 2025. Using purposive sampling, 39 participants were selected based on inclusion criteria (emotion regulation training: 13, mindfulness training: 12, control: 14). The instruments used were the Iranian Adolescent Risk Taking Scale (Zadeh Mohammadi et al., 2011), Quinn Dam Communication Skills Questionnaire (2004), and Problematic and Risky Internet Use Screening Scale (Jelenchick et al., 2014). The mindfulness training protocol by Kabat-Zinn (1995) and emotion regulation skills training by Gratz and Gunderson (2006) were implemented for 8 sessions (two 60–90-minute sessions per week). Data were analyzed using univariate analysis of covariance (ANCOVA) and SPSS-27.
Findings: The results showed that after controlling for pretest effects, the difference between pretest-posttest scores in the two experimental groups for risky internet use, risky behaviors, and social skills was significant, and the mean scores of the experimental groups were significantly lower than the control group (P<0.05). However, there was no significant difference between the two experimental groups (P>0.05).
Conclusions: The findings indicated that emotion regulation skills training and mindfulness training can be used as appropriate intervention strategies to reduce risky internet use and improve communication skills of students during puberty.
Methods and Materials: The research method was quasi-experimental with a pretest-posttest design. The statistical population included all male students aged 12-16 years in the first secondary school grade (7th to 9th) studying in Shahrood in the academic year 2025. Using purposive sampling, 39 participants were selected based on inclusion criteria (emotion regulation training: 13, mindfulness training: 12, control: 14). The instruments used were the Iranian Adolescent Risk Taking Scale (Zadeh Mohammadi et al., 2011), Quinn Dam Communication Skills Questionnaire (2004), and Problematic and Risky Internet Use Screening Scale (Jelenchick et al., 2014). The mindfulness training protocol by Kabat-Zinn (1995) and emotion regulation skills training by Gratz and Gunderson (2006) were implemented for 8 sessions (two 60–90-minute sessions per week). Data were analyzed using univariate analysis of covariance (ANCOVA) and SPSS-27.
Findings: The results showed that after controlling for pretest effects, the difference between pretest-posttest scores in the two experimental groups for risky internet use, risky behaviors, and social skills was significant, and the mean scores of the experimental groups were significantly lower than the control group (P<0.05). However, there was no significant difference between the two experimental groups (P>0.05).
Conclusions: The findings indicated that emotion regulation skills training and mindfulness training can be used as appropriate intervention strategies to reduce risky internet use and improve communication skills of students during puberty.
Keywords: Emotion Regulation, Mindfulness, Risky Internet Use, Risky Behaviors, Social Skills, Puberty
Type of Study: Research |
Subject:
Special
Received: 2025/10/19 | Accepted: 2026/12/6 | Published: 2026/03/1
Received: 2025/10/19 | Accepted: 2026/12/6 | Published: 2026/03/1
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