Volume 23, Issue 5 (12-2024)
TB 2024, 23(5): 18-33 |
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hosseinitabaghdehi L, Mahmoudi Joybari F, Yaghubi A A. effectiveness of cognitive emotion regulation strategies training on increasing the mental vitality of first-year secondary school students. TB 2024; 23 (5) :18-33
URL: http://tbj.ssu.ac.ir/article-1-3667-en.html
URL: http://tbj.ssu.ac.ir/article-1-3667-en.html
, leila.hosseinitabaghdehi@yahoo.com
Abstract: (58 Views)
Introduction: The purpose of this study was effectiveness of cognitive emotion regulation strategies training on increasing the mental vitality of first-year secondary school students in Neka city.
Method: This semi-experimental research followed a pre-test-post-test design with a control group. The statistical population included all first-year secondary school students in Neka city during the 2022-2023 academic year, totaling 1,732 students. A purposive sampling method was used to select 60 students, who were randomly divided into two groups: one group (30 students) underwent cognitive emotion regulation strategies training, while the other group (30 students) served as a control and received no intervention. The study used the Subjective Vitality Scale (SVS) (Ryan & Frederick, 1997) to measure outcomes. The intervention involved 10 training sessions, each lasting 60 minutes and conducted twice a week. Data were analyzed through one-way analysis of covariance (ANCOVA) using SPSS-26 software.
Results: The results demonstrated a significant difference in the mean scores of social competence and school avoidance between the pre-test and post-test phases, as well as between the pre-test and follow-up phases, when compared to the control group (P<0.05).
Conclusion: The findings showed a notable improvement in mental vitality post-test scores in the intervention group, highlighting the positive and meaningful effects of cognitive emotion regulation strategies training on the mental vitality of first-year secondary school students (P<0.05). This indicates that such training can effectively enhance mental vitality, and it could be employed as a beneficial psychological intervention in counseling centers for students
Method: This semi-experimental research followed a pre-test-post-test design with a control group. The statistical population included all first-year secondary school students in Neka city during the 2022-2023 academic year, totaling 1,732 students. A purposive sampling method was used to select 60 students, who were randomly divided into two groups: one group (30 students) underwent cognitive emotion regulation strategies training, while the other group (30 students) served as a control and received no intervention. The study used the Subjective Vitality Scale (SVS) (Ryan & Frederick, 1997) to measure outcomes. The intervention involved 10 training sessions, each lasting 60 minutes and conducted twice a week. Data were analyzed through one-way analysis of covariance (ANCOVA) using SPSS-26 software.
Results: The results demonstrated a significant difference in the mean scores of social competence and school avoidance between the pre-test and post-test phases, as well as between the pre-test and follow-up phases, when compared to the control group (P<0.05).
Conclusion: The findings showed a notable improvement in mental vitality post-test scores in the intervention group, highlighting the positive and meaningful effects of cognitive emotion regulation strategies training on the mental vitality of first-year secondary school students (P<0.05). This indicates that such training can effectively enhance mental vitality, and it could be employed as a beneficial psychological intervention in counseling centers for students
Type of Study: Research |
Subject:
Psychology
Received: 2024/07/22 | Accepted: 2024/10/27 | Published: 2024/12/30
Received: 2024/07/22 | Accepted: 2024/10/27 | Published: 2024/12/30
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