Developmental Psychology
Sohaila Rajabi Marandian; marzieh talebzadeh; Hamdaleh Jairvand
Abstract
The Causal relationship of Temperament and Character dimension with Internalizing and Externalizing Symptoms via mediation of Cognitive Emotion Regulation in AdolescentsAbstractIntroduction: Emotional dysregulation and personality disorders are related to maladaptive behaviors in adolescence, which in ...
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The Causal relationship of Temperament and Character dimension with Internalizing and Externalizing Symptoms via mediation of Cognitive Emotion Regulation in AdolescentsAbstractIntroduction: Emotional dysregulation and personality disorders are related to maladaptive behaviors in adolescence, which in turn may be associated with an increased risk of psychological damage during life. Therefore, considering the importance of adolescence and the prevalence of behavioral problems in this period and the serious and obvious failure that this They create problems in the field of academic, social, communication and other important areas of a person's life in the present and future, determining the factors related to these problems is of particular importance, so the main problem of the current research is to investigate the role of mediators. It is the positive and negative strategies of cognitive regulation of emotion in relation to the nature and character of the personality and the emergence of internal and externalized symptoms of adolescent boys and girls in Andimeshk city.Method: This correlational research and the statistical population included male and female students of the second grade of high school in Andimshek city. The sample consisted of 326 people who were selected using the multi-stage cluster sampling method. To collect data, behavioral disorders questionnaire (Aschenbach et al. 2001), personality questionnaire (Cloninger et al., 1994) and cognitive emotion regulation strategies (Garnefski et al., 2001) were used.Results: The results showed that for both indirect paths, the effect of Temperament and character on Internalizing and Externalizing Symptoms, was confirmed through the regulation of positive and negative emotions.Conclusion: Based on the findings of this research, it can be said that the positive and negative strategies of cognitive emotion regulation by affecting the nature and personality dimensions, cause the emergence or continuation of Internalizing and Externalizing behavioral problems in adolescents.Keywords: Temperament and character, Internalizing and Externalizing Symptoms, cognitive emotion regulation , adolescent
Shabnam Davari; Nasrin Bagheri
Abstract
IntroductionAcademic achievement shows the degree of success of a person in achieving the specific goals of the educational environment, especially the school. Academic achievement describes to students, teachers, and their parents how well students have achieved their learning goals. It is also an important ...
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IntroductionAcademic achievement shows the degree of success of a person in achieving the specific goals of the educational environment, especially the school. Academic achievement describes to students, teachers, and their parents how well students have achieved their learning goals. It is also an important criterion for making decisions and predicting the future of education and job opportunities of people. Family environment and parenting style of parents are among the important components that play an important role in the academic progress of students. Baumrind (1971) has classified parenting styles into three authoritative, authoritarian and permissive styles. Research supports the direct and indirect effects of parenting styles on academic achievement (Hayek et al., 2022; Amani, 2020). Some researchers have examined the relationship between emotions and outcomes related to the educational environment and academic achievement and support the relationship between emotional regulation and academic achievement (Albadarin, 2016).MethodThe present study was conducted by correlation method and Path analysis. The statistical population of the research consisted of all second-grade high school students studying in Private Schools in the 1st education region of Tehran in the year 2021-2022. 240 people were selected by multistage random sampling method. The participants answered the Academic Performance Questionnaire (Pham & Taylor, 1994), the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006) and their parents answered Baumrind’s parenting Questionnaire (1973) individually during one session. ResultsThe results showed that the path coefficient between maladaptive strategies of cognitive regulation (p=0.001, β=0.208) and adaptive strategies of cognitive regulation (p=0.001, β=0.306) and academic achievement was significant. The direct path coefficient between permissive parenting style (p=0.001, β=0.221) and authoritative parenting style (p=0.001, β=0.303) was significant with academic achievement. The indirect effect coefficient between permissive parenting style and academic achievement with the mediation of maladaptive cognitive emotion regulation strategies (p=0.045, β=0.028) and adaptive cognitive emotion regulation strategies (p=0.001, β=0.073) was significant. Conclusion In explaining the findings, it can be said that parenting style explains the importance of educating and preparing children to achieve success. The findings of the present study showed that the structure and various compositions of the family are related to various effects on the growth process and personality of the children and create various parenting styles that affect the personality and academic performance of the children. Thus, cognitive emotion regulation strategies under the influence of parents' parenting styles can explain the academic progress of students.
Social Pathology
keyhan fathi; fatemeh farzadi
Abstract
IntroductionThe increase in the use of the Internet has introduced many behavioral patterns such as Internet gossip, ignoring others while using the phone, and media multitasking during homework into the daily life of teenagers. These common habits, if continued, can create cybernetic risks. In the meantime, ...
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IntroductionThe increase in the use of the Internet has introduced many behavioral patterns such as Internet gossip, ignoring others while using the phone, and media multitasking during homework into the daily life of teenagers. These common habits, if continued, can create cybernetic risks. In the meantime, social-emotional competencies can act as a protective factor against cybernetic risks. Therefore, the aim of the present study was to investigate the causal relationship between electronic social-emotional competencies and digital habitual behavior with the mediation of cognitive emotion regulation and gender moderation.MethodThe method of descriptive correlational research was structural equation modeling. The statistical population of the current research was male and female students from the first to third year of Ahvaz high schools in the academic year 1401-1402. Subjects responded to electronic social-emotional competence tools, normal digital behavior and cognitive emotion regulation questionnaire. The proposed model was evaluated using a structural equation method. Also, in order to test the moderation of gender in the causal relationship between multiple variables, multiple group analyzes have been used.ResultsThe highest correlation in the girls' group was between electronic social-emotional competence and media multitasking from the dimensions of normal digital behavior (r=0.69) and in the boys' group, between electronic social-emotional competence and ignoring (r=0.75). . Thus, from a relational angle, we identify that there is a relationship between typical digital behaviors and e-competencies, specifically with e-impulsivity self-regulation, e-emotional regulation, and e-emotional autonomy. Also, most of these relationships are negative and significant at the P < 0.01 level in the two groups of boys and girls. Correlation of typical digital behavior with social e-emotional awareness in two groups of boys and girls is very low, but this did not happen with e-impulsive self-control, e-emotional regulation, and e-emotional independence. Also, the results of structural equation model analysis show that there is a significant relationship between electronic social-emotional competence with cognitive regulation of emotion and electronic social-emotional competence with normal digital behavior and cognitive regulation of emotion with habitual digital behavior. Also, the indirect relationship of social-emotional competence of digital habitual behavior with the mediation of cognitive regulation of emotion was also confirmed. On the other hand, in order to test the gender-invariance of the causal relationship between the research variables, the multi-group analysis method was used. The results showed that the gender moderation hypothesis is acceptable.DiscussionThe purpose of the present study was to explain a model to reduce cyber risks in the online space through the causal relationship of electronic social-emotional competencies with digital habitual behavior with the mediation of cognitive emotion regulation and gender moderation. In this study, we sought to investigate whether social-emotional e-competencies can play a protective role against typical digital behaviors that, in turn, can exacerbate other major risks if continued. Therefore, as an effect of such feelings, new online behaviors can be reduced. Social-emotional competences lead to a person being aware of emotions and expressing emotions, especially positive emotions in virtual situations, to reduce their negative emotions, which consequently reduces the pathological practice of habitual digital behavior (including negative and destructive comments about others in virtual space to attract attention and increase likes and comments). In fact, the structural equation model of the present study showed that social-emotional electronic competencies explain habitual digital behaviors to a significant extent. Also, in the discussion of gender moderation, the results showed that there is a difference between the competency model in the groups of girls and boys, and the relationships in Girls' models are more than boys' models.
Abdollah Shafiabady; Jafar Hasani.; Mercedeh Yari
Abstract
IntroductionCosmetic surgery is a common phenomenon in recent decades, and the motivation to seek cosmetic surgery is based on a combination of psychological, emotional, and personality factors. This study aimed to compare the effectiveness of cognitive-behavioral emotion-oriented behavioral therapy ...
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IntroductionCosmetic surgery is a common phenomenon in recent decades, and the motivation to seek cosmetic surgery is based on a combination of psychological, emotional, and personality factors. This study aimed to compare the effectiveness of cognitive-behavioral emotion-oriented behavioral therapy with mindfulness-based cognitive therapy on body image and cognitive emotion regulation of adolescent girls. Methods The population of the study consisted of all female high school students in Tehran in the academic year 1398-97. In a quasi-experimental design of this community, two high schools were selected using multi-stage sampling; 45 students were eligible to enter the study (performing preoperative initial procedures). From this community, 30 students were selected based on the cluster sampling method and were randomly matched into two experimental groups and one control group. Research toolsmultidimensional Body – Self Relations Questionnaire: Used. This questionnaire has 46 articles. The validity of the subscales ranging from alpha ranged from 0.83 to 0.92, indicating a high level of internal consistency. A body was obtained which indicates the reliability of a satisfactory test trial on this scale. Cognitive Emotion Regulation Questionnaire: This version includes 9 subscales, representing 9 cognitive emotion regulation strategies that are divided into two categories adaptive and maladaptive; Each of the four items of this questionnaire consists of two items that are graded on a Likert scale from (1) never to (5) always. The total score of each subscale is obtained by adding the score of the items. Internal consistency (Cronbach's alpha range was 0.76 to 0.96) and retest (with correlation range of 0.51 to 0.77) and validity of the questionnaire through principal component analysis using Varimax rotation correlation between subscales (with correlation range of 32 / 0 to 0.67) and the validity of the desired criterion has been reported. ResultsThe results showed that both cognitive-behavioral therapies focused on emotion and mindfulness in improving body image and cognitive emotion regulation. Female adolescents requesting cosmetic surgery were effective (p <0.05). But there is no significant difference between the effectiveness of these two treatments on the mentioned variables (p> 0.05). ConclusionBased on the findings, it said that the application of both therapeutic approaches is effective in Improving body image and better cognitive emotion regulation as well as treatment.
