Volume 2, Issue 162 (7-2021)
J Except Educ 1400, __(162): 110-110 |
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sardary B. The Effectiveness of emotional self-regulation training
on empathy level and school engagement in elementary
school students with behavioral- emotional problems. J Except Educ 2021; 2 (162) :110-110
URL: http://exceptionaleducation.ir/article-1-2326-en.html
URL: http://exceptionaleducation.ir/article-1-2326-en.html
, sardary1152bagher@gmail.com
Abstract: (1923 Views)
Abstract
Background and Aim: Emotional-Behavioral Problems refers to situations in which a person’s emotional
and behavioral responses in school are not compatible with age, ethnic, and cultural norms and provide
necessary conditions for social maladaptation, poor self-care, and failure in education, as well as mental
disorders in adulthood. The present study was conducted to determine the effectiveness of emotional
self-regulation training on empathy level and school engagement in elementary school students with
behavioral- emotional problems.
Method: This research was a quasi-experimental study with pre-test-post-test design and control
group. The statistical population of the study included all 10102 female elementary school students in
Mako. The statistical sample consisted of 30 students who were selected by purposive sampling method
and randomly assigned to experimental and control groups. Participants completed the basic empathy
questionnaire (BES) and school enthusiasm (SES) questionnaires: pre-test and post-test. The subjects
in the experimental group underwent emotional self-regulation training in 8 sessions of 90 minutes and the
control group was not exposed to the independent variable. Data analysis was performed using multivariate
analysis of covariance in SPSS program
Results: Data analysis showed that emotional self-regulation training led to significant differences between
groups in the level of empathy (P <0.001, F = 11.09) and school engagement (P <0.001, F = 12.11).
Conclusion: According to the findings, it can be concluded that emotional self-regulation training is an
effective intervention to improve empathy (emotional and cognitive) and school engagement (behavioral,
emotional and cognitive) students with emotional-behavioral problems
Background and Aim: Emotional-Behavioral Problems refers to situations in which a person’s emotional
and behavioral responses in school are not compatible with age, ethnic, and cultural norms and provide
necessary conditions for social maladaptation, poor self-care, and failure in education, as well as mental
disorders in adulthood. The present study was conducted to determine the effectiveness of emotional
self-regulation training on empathy level and school engagement in elementary school students with
behavioral- emotional problems.
Method: This research was a quasi-experimental study with pre-test-post-test design and control
group. The statistical population of the study included all 10102 female elementary school students in
Mako. The statistical sample consisted of 30 students who were selected by purposive sampling method
and randomly assigned to experimental and control groups. Participants completed the basic empathy
questionnaire (BES) and school enthusiasm (SES) questionnaires: pre-test and post-test. The subjects
in the experimental group underwent emotional self-regulation training in 8 sessions of 90 minutes and the
control group was not exposed to the independent variable. Data analysis was performed using multivariate
analysis of covariance in SPSS program
Results: Data analysis showed that emotional self-regulation training led to significant differences between
groups in the level of empathy (P <0.001, F = 11.09) and school engagement (P <0.001, F = 12.11).
Conclusion: According to the findings, it can be concluded that emotional self-regulation training is an
effective intervention to improve empathy (emotional and cognitive) and school engagement (behavioral,
emotional and cognitive) students with emotional-behavioral problems
Keywords: Emotional self-regulation training, empathy level, school engagement, behavioral- emotional
problems
Type of Study: Original Article |
Subject:
Behavior Disorder
Received: 2021/Mar/Sat | Revised: 2021/Nov/Wed | Accepted: 2021/Oct/Mon | Published: 2021/Oct/Wed | ePublished: 2021/Oct/Wed
Received: 2021/Mar/Sat | Revised: 2021/Nov/Wed | Accepted: 2021/Oct/Mon | Published: 2021/Oct/Wed | ePublished: 2021/Oct/Wed
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