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Showing 7 results for Self-Regulation

مریم اکبری, علی اکبر ارجمندنیا, غلامعلی افروز, کامبیز کامکار,
Volume 15, Issue 4 (8-2017)
Abstract

Aim and Background: The largest group of exceptional children who are enrolled in schools for exceptional children belongs to those with dyscalculia. The present study aimed to investigate the efficacy of mindfulness training on academic self-regulation and progress among the students with dyscalculia. Methods and Materials: The research method was quasi-experimental with a pretest/posttest design and control group. The statistical population of the study consisted of students with dyscalculia in fourth and fifth grades of elementary school in the academic year of 2014-15. The subjects received special services at Sanandaj City, Iran, rehabilitation centers for students with dyscalculia. 30 subjects were randomly selected and assigned to two equal groups of control and experimental. The experimental group participated in a 10-session mindfulness training program, but the control group was just exposed to conventional training at rehabilitation centers. Before and after the program, Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell as well as researcher-made academic progress assessment test were administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. Findings: Following the adjustment of pretest scores, compared to the control group, the experimental group enjoyed a significantly better self-regulation and academic progress (P < 0.050). Conclusions: In general, the findings of the present study are consistent with those of previous studies, which show that cognitive behavioral therapy (CBT)-based training has effectiveness on reducing psychological and academic problems of students with dyscalculia.
Atefeh Zarastvand , Taher Tizdast , Javad Khalatbari , Shahnam Abolghasemi ,
Volume 17, Issue 4 (1-2020)
Abstract

Aim and Background: The inability to have a child is stressful, causes psychological distress and acts as a powerful factor in relationships between couples and family strengths. The aim of the present study was investigate to the effectiveness of self-compassion focused therapy on marital self-regulation, marital burnout, and self-criticism in infertile women.

Methods and Materials: This study was an applied and quasi-experimental with pre-test and post-test with a control group. The statistical population consisted of infertile women who referred to infertility centers in the cities of Chalus and Noshahr between June and September 2018. Among them, 30 people were selected and divided into experimental and control. Experimental groups received self-compassion-focused therapy (for ten 60-min sessions), but the control group did not receive any intervention. The Self-Regulation for Effective Relationships Scale (SRERS), Marital Burnout Questionnaire (MBQ) and Self-Criterion Questionnaires (SCQ) were used to collect the data. Data were analyzed by SPSS software version 24 in two parts: descriptive and inferential (multivariate analysis of covariance).

Findings: The results showed that self-compassion focused therapy had a significant effect on marital self-regulation (F=8.17, p<0.001), marital burnout (F=52.52, p<0.001), and self-criticism (F=64.99, p<0.001) in infertile women.

Conclusions: It can be concluded that self-compassion focused therapy was effective in improving marital self-regulation, marital burnout, and self-esteem in infertile women.


Mohammad Hadi Shahsavari, Zabih Pirani, Davood Taghvaee, Mansour Abdi,
Volume 18, Issue 1 (3-2020)
Abstract

Aim and Background: Social participation is a psychological concept that is important in adolescents. By participating in social activities, a person can recognize his abilities and talents and reach maturity through gaining experience. The aim of this study was to investigate the mediating role of self-regulation in the relationship between parenting styles and adolescent social participation. The research method was fundamental in terms of purpose and correlational in terms of data collection method.
Methods and Materials: The statistical population included all adolescents in Arak who were studying in secondary schools. The sample consisted of 510 adolescents (255 boys and 255 girls) who were selected by cluster sampling method. Data collection tools were Bumrind parenting style questionnaire, Bogard et al.'s self-regulation questionnaire, and Branigan’s eagerness to participate in social activities. Data analysis was performed using structural equation method with Smart PLS software.
Findings: The results showed that the direct effect of permissive parenting style on social participation and its indirect effect through self-regulated mediation (p<.05), the direct effect of authoritarian parenting style on social participation and its indirect effect through self-regulated mediation (p<.05), and finally the direct effect of authoritative parenting style on social participation and its indirect effect through self-regulatory mediation on social participation were confirmed (p<.05).
Conclusions: According to the findings, it can be said that self-regulation plays a significant mediating role in the relationship between parenting styles and adolescents' social participation.
Mrs Homeira Reisiee, Dr Tayebe Sharifi, Ahmad Ghazanfari, Maryam Chorami,
Volume 18, Issue 4 (1-2021)
Abstract

Aim and Background: Cerebral palsy is a non-progressive movement and postural disorder that occurs following nerve damage in the early years and causes motor and neurological disabilities. Disorders in daily life activities, heavy medical expenses and severe dependence on others affect the functioning of the family, especially mothers. Therefore, the present study was conducted to compare the effectiveness of self-compassion therapy and psychological capital training on the tolerance of anxiety and emotional self-regulation of mothers of children with cerebral palsy.
Methods and Materials: The present study was a quasi-experimental study with pre-test, post-test and follow-up design. The statistical population of the study included mothers with children with cerebral palsy in rehabilitation centers under the supervision of Shahrekord Welfare in 2019 (270 subjects) of which a sample of 45 subjects were selected and randomly divided into three groups (two experimental and a control group) were assigned. Individuals in both experimental groups participated in 10 sessions of 90 minutes in self-compassion and psychoanalytic courses. Participants answered the Simmons and Gaher (2005) Emotional Distress Tolerance Questionnaire and the Emotional Self-Regulation Questionnaire (2010) in three stages. Research data were analyzed using repeated measures analysis of variance and independent t-test.
Findings: The results showed that self-compassion training and psychological capital training have increased the stress tolerance of mothers with children with cerebral palsy in the same and effective way(p<0.05) and among the two intervention methods, only psychological capital training was able to improve mothers' emotional self-regulation (p<0.001).
Conclusions: Based on the results of the present study, it can be said that two methods of self-compassion training intervention and psychological capital training can be used as effective intervention options to improve anxiety tolerance and self-regulation of mothers of children with cerebral palsy.
Abolfazl Rahmani Badi, Davood Taghvaei, Zabih Pirani,
Volume 19, Issue 4 (1-2022)
Abstract

Aim and Background: Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems. They consider learning as an active process during which somehow take responsibility for it and, if faced with problems, try to figure out what they need to do to solve it. The aim of this study was to develop a self-regulatory model of learning based on successful intelligence and emotional adjustment with the mediating role of psychological well-being.
Methods and Materials: The research method was correlational and the statistical population of the present study was male and female high school students in Tehran. Four hundred and fifty-six of them were selected in a multi cluster sampling and were asked to complete the self-regulatory learning scale (SRQ-A), the Successful Intelligence Questionnaire, the Psychological Well-Being scale, and the Emotional Adjustment Scale (EAM). The obtained results were analyzed using AMOS software and path analysis method.
Findings: The results showed that emotional adjustment and successful intelligence mediated by psychological well-being predict positively and significantly (p <0.01) self-regulation of learning.
Conclusions: According to the results of the present study, it can be suggested that the higher the successful intelligence and emotional adjustment, the direct and mediated psychological well-being have a positive and significant effect on promoting learning self-regulation. Therefore, parents and educational authorities to strengthen academic self-regulation should provide rich environments to strengthen these three components.
 
Zahra Zamani-Babgohari, Hamide Khasareh, S. M. Hossein Mousavi-Nasab,
Volume 22, Issue 2 (8-2024)
Abstract

Aim and Background: The absence of parents causes problems in the social and psychological development of students in quasi-family centers. The use of pretend play can correct these problems. The purpose of this research was to determine the effectiveness of pretend play on the theory of mind and emotional self-regulation of homeless children under welfare.
Methods and Materials: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of children covered by the welfare of Kerman city in the first half of 2023, from which 28 children were selected by an available sampling method and they were randomly divided into two experimental (14 people) and control (14 people) groups. In order to collect data, emotional self-regulation questionnaires of Shield and Cicche, theory of mind and pretend play protocol were used for two months in 8 sessions of 60 minutes in person. A multifarious covariance data test was used to analyze the data.
Findings: The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the mean of the post-test of emotion self-regulation and theory of mind in the two experimental groups and the control group.
Conclusions: As a result, the educational method of pretend play can be used in order to reduce the psychological problems of life in quasi-family centers and to create adaptive skills of social life with an effect on self-regulation of emotion and theory of mind.                       
Mr. Aryan Rezai, Dr. Akram Dehghani, Dr. Sayed Abbas Haghayegh,
Volume 22, Issue 2 (8-2024)
Abstract

Aim and Background: Children with chronic obesity suffer from more unbalanced eating behaviors. For this reason, the purpose of this study was to investigate the effectiveness of the play therapy package based on Hall and Fong's temporal self-regulation theory on their eating behaviors.
Methods and Materials: This research was quantitative and semi-experimental type and was implemented in the form of a pre-test, post-test design with a control group and a 2-month follow-up period. Also, its statistical population was all the parent-child pairs referred to Iranian Health Centers-Isfahan City, where, among them, 45 pairs by convenience sampling method were selected and randomly into two groups of experimental (22 pairs), and control (23 pairs), were assigned. To collect data, the Children's Eating Behavior Questionnaire was used, and along with providing 11 sessions of 45-minute play therapy package training to the experimental group, the control group did not receive any intervention. In the end, data analysis by SPSS-29 software and statistical methods of Chi-square and covariance analysis at significant level (p<0.05), was done.
Findings: According to the result of the chi-square test, no significant difference between the 2 groups in terms of parents' age and education; and children's age, gender, birth rank, number of siblings, and education was observed. Also, the results of covariance analysis showed that there were significant changes (p<0.05) in the eating behaviors of children in the experimental group compared to children in the control group.
Conclusions: The findings indicate the positive effect of the play therapy package used in the research on the adjustment of eating behaviors of children with chronic obesity. Therefore, it could be used to help treat children with chronic obesity.

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