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Showing 2 results for Emotion Regulation Strategies

Raeouf Ahmadian, Seyed Davoud Hosseini Nesab, Masoumeh Azmodeh,
Volume 6, Issue 172 (3-2023)
Abstract

Abstract
Objective: To compare the effectiveness of memory work and critical thinking training of children's
movement regulation with special methods.
Method: The current research was a semi-experimental research with a pre-test, post-test and control
group design. The statistical population included all students aged 9 to 12 who referred to the center for
special problems in Tabriz district in 2021. Among these, 60 people were selected by purposive sampling
and randomly assigned to two experimental groups and one control group. The tools used in the research
were Garnevsky's cognitive emotion regulation strategies questionnaire, children's version, along with the
implementation protocol of interventions to strengthen working memory and critical thinking training. In
order to analyze data from covariance and multivariate covariance, hypotheses were analyzed.
Findings: Examining the effect size showed that the biggest difference is in the re-evaluation strategy
with a coefficient of 0.347 and the positive re-selection strategy with a coefficient of 0.254. The trained
examinees found that the two components of positive re-examination and positive re-evaluation in the
critical thinking group were significantly different from the memory enhancement group, and it can also be
said that the three components of self-blame, skepticism, and catastrophizing in the critical thinking group
mean less than the working memory enhancement group. was (p>0.05).
Conclusion: In the critical thinking group, the use of adaptive strategies (positive refocusing and positive
re-examination) increased significantly and there are significant differences between the effectiveness of
critical thinking training and strengthening memories to increase the use of adaptive strategies and decrease
the use of maladaptive cognitive-emotional regulation strategies.
 
Leila Hasanpour, Ali Zeinali,
Volume 6, Issue 172 (3-2023)
Abstract

Abstract
Background & Purpose: The aim of research was determine the social anxiety model of parents of
children with intellectual disability: The role of parenting styles with mediation of cognitive emotion regulation
strategies.
Materials & Method: The present study was descriptive from correlation type. The research population
was parents of intellectual disability elementary students of Urmia city in 2020-21 academic years. The
sample size based on Krejcie and Morgan table determined 200 people who according to prevalence of
covid-19 were selected by available method. The research tools were social anxiety inventory (Connor et
al., 2000), parenting styles questionnaire (Baumrind, 1991) and cognitive emotion regulation questionnaire
(Garnefski et al., 2001). Data were analyzed by structural equation modeling method in SPSS-26 and
LISREL-8.5 software.
Results: The findings showed that permissive parenting on positive strategy of cognitive emotion regulation,
authoritarian and authoritative parenting on positive and negative strategies of cognitive emotion regulation,
and positive and negative strategies of cognitive emotion regulation and permissive and authoritarian
parenting on social anxiety had a direct and significant effect (P<0.05), but permissive parenting on negative
strategy of cognitive emotion regulation and authoritative parenting on social anxiety didn't have a direct
and significant effect (P>0.05). Also, authoritarian and authoritative parenting with mediation of positive
and negative strategies had an indirect and significant effect on social anxiety (P<0.05), but the permissive
parenting with mediation of positive and negative strategies had no indirect and significant effect on social
anxiety (P<0.05).
Conclusion: According to the findings, for reduce social anxiety can provide basis for modifying parenting
styles and cognitive emotion regulation strategies.
 

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