Volume 24, Issue 1 (9-2026)
RBS 2026, 24(1): 74-85 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abdullahi S M, Rezaei S, Staki M. Evaluating the Effectiveness of a Cognitive Rehabilitation Program on Emotional Self-Regulation in Gifted Underachievers. RBS 2026; 24 (1) :74-85
URL: http://rbs.mui.ac.ir/article-1-2172-en.html
URL: http://rbs.mui.ac.ir/article-1-2172-en.html
1- Department of Exceptional Educational Psychology, Faculty of Psychology, CT.C., Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Educational Sciences & Psychology, Allameh Tabatabaei University, Tehran, Iran ,Rezayi.Saeed10@gmail.com
3- Department of Exceptional Educational Psychology, CT.C., Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Educational Sciences & Psychology, Allameh Tabatabaei University, Tehran, Iran ,
3- Department of Exceptional Educational Psychology, CT.C., Islamic Azad University, Tehran, Iran
Abstract: (13 Views)
Aim and Background: Underachievement among gifted students is a multidimensional phenomenon that may be associated with difficulties in cognitive processes and emotion regulation. The present study aimed to determine the effectiveness of a cognitive rehabilitation program on emotional self-regulation in gifted students with academic underachievement.
Methods and Materials: This quasi-experimental study employed a pretest–posttest design with a control group. The statistical population consisted of second-cycle secondary school students enrolled in gifted and talented schools in Khoy County. Thirty students who met the criteria for academic underachievement were purposively selected and randomly assigned to experimental and control groups. Data were collected using Salehi’s Academic Performance Questionnaire (2014) and the Garnefski et al. Cognitive Emotion Regulation Questionnaire. The experimental group participated in a cognitive rehabilitation program consisting of 14 sessions over seven weeks, with two 60-minute sessions per week, whereas the control group continued their routine activities. Following completion of the intervention, a posttest was administered to both groups. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 19, with a significance level of 0.05.
Findings: The results of the analysis of covariance indicated that the cognitive rehabilitation program had a statistically significant effect on emotional self-regulation among gifted students with academic underachievement (P<0.001). Specifically, the mean scores of emotional self-regulations significantly increased in the experimental group compared with the control group following the intervention.
Conclusions: The findings suggest that cognitive rehabilitation can be used as an effective intervention to enhance emotional self-regulation skills among gifted students experiencing academic underachievement. Accordingly, the implementation of cognitive rehabilitation programs in gifted and talented schools and student counseling centers may contribute to improving the cognitive and emotional capacities of this population.
Methods and Materials: This quasi-experimental study employed a pretest–posttest design with a control group. The statistical population consisted of second-cycle secondary school students enrolled in gifted and talented schools in Khoy County. Thirty students who met the criteria for academic underachievement were purposively selected and randomly assigned to experimental and control groups. Data were collected using Salehi’s Academic Performance Questionnaire (2014) and the Garnefski et al. Cognitive Emotion Regulation Questionnaire. The experimental group participated in a cognitive rehabilitation program consisting of 14 sessions over seven weeks, with two 60-minute sessions per week, whereas the control group continued their routine activities. Following completion of the intervention, a posttest was administered to both groups. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 19, with a significance level of 0.05.
Findings: The results of the analysis of covariance indicated that the cognitive rehabilitation program had a statistically significant effect on emotional self-regulation among gifted students with academic underachievement (P<0.001). Specifically, the mean scores of emotional self-regulations significantly increased in the experimental group compared with the control group following the intervention.
Conclusions: The findings suggest that cognitive rehabilitation can be used as an effective intervention to enhance emotional self-regulation skills among gifted students experiencing academic underachievement. Accordingly, the implementation of cognitive rehabilitation programs in gifted and talented schools and student counseling centers may contribute to improving the cognitive and emotional capacities of this population.
Keywords: Cognitive Rehabilitation, Emotional Self-Regulation, Student, Gifted, Academic Underachievement.
Type of Study: Research |
Subject:
Special
Received: 2026/08/16 | Accepted: 2026/10/2 | Published: 2026/09/1
Received: 2026/08/16 | Accepted: 2026/10/2 | Published: 2026/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |