Research code: 01
Ethics code: IR.IAU.TABRIZ.REC.1400.210
Clinical trials code: 01
Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran , d.hosseininasab@iaut.ac.ir
Abstract: (140 Views)
Background & Aims: Academic performance means the ability to plan, self-efficacy, motivation, reduce anxiety, use useful goals and carry out study-related activities, and it can be considered one of the most important outputs of the educational system. Students with good academic performance are accepted by their peers, parents, and teachers and have more self-esteem and a sense of self-sufficiency; On the contrary, students with a poor academic performance feel incompetent and inferior and stop studying. Self-control or self-restraint means the correct use of emotions. In other words, self-control implies the power to regulate emotions, which increases the personal capacity to relieve oneself and understand anxiety, depression, or common boredom. Self-control is defined as one of the types of social skills, that is, the ability to resist temptations, change one's thoughts, feelings, and behaviors, or ignore impulses and habits, which allows a person to manage himself to meet expectations. monitor, and regulate. Self-control can determine the level of success in life. Self-control has a significant positive relationship with mental health, interpersonal relationships, progress in tasks, and academic performance. Also, the researchers showed that mental health decreases with a decrease in self-control. Likewise, there is a significant positive relationship between self-control and mental health in male and female students. Usually, the effect of different educational and therapeutic methods on people's self-control is taken into consideration, among these methods, we can mention emotion regulation and mindfulness training. Emotion control includes creating thoughts and behaviors that inform people what kind of emotion they have when this emotion arises in them and how they should express it. The concept of emotion regulation through cognition is inseparably mixed with human life and helps him to manage or regulate their emotions or feelings and have control over them, for example, when faced with stressful or threatening events. And don't drown in his emotions. The effectiveness of emotion regulation training as a behavioral and cognitive ability can stabilize a person's relationship with the environment by harmonizing mental, biological, and motivational processes and equip him with efficient and appropriate consequences in dealing with situations, and as a result, a sense of efficiency Improve the person. On the other hand, mindfulness techniques in adherence, commitment, and change strategies help people to achieve a lively, purposeful, and meaningful life; The goal of this treatment is not to change the shape or frequency of disturbing thoughts and feelings; Rather, its primary purpose is to strengthen psychological flexibility. It is the ability to contact the moments of life and change and stabilize behavior. Mindfulness is a type of awareness that emerges when we pay attention to an experience in a specific, purposeful way, in the present moment and away from judgment. Mindfulness is a type of meditation that has become a popular term in many areas of health care in the western world over the past few decades. As far as the literature review shows, so far no research has done a comparative study of two interventional methods of emotion regulation training and mindfulness training among students with low performance. Mindfulness training on self-control of female students with low performance in the first year of high school in Tabriz, is there any difference?
Methods: The research design was semi-experimental with two experimental groups and one control group. The statistical population consisted of all female students with low academic performance in the first year of high school in Tabriz, and 75 of them were selected as a research sample and were randomly assigned to three groups (two experimental groups and one control group). The data collection tool included Tanji's (2004) self-control scale. The emotion regulation training package and the mindfulness training package lasted for two months and one session each week for 90 minutes, and during this time the control group did not participate in any intervention. The data were analyzed using a one-way analysis of covariance.
Results: The results of the one-way covariance analysis in the test show the effect of the independent variable (group) on the self-control variable after adjusting the pre-test scores. Based on the results of the implementation of independent variables, i.e. training based on mindfulness and emotional regulation, it has affected the self-control variable (F = (1, 47) - 1.08, P < 0.05). According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another. According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another.
Conclusion: Regarding the difference in the effectiveness of emotion regulation training and mindfulness training on students' self-control, the results of data analysis using one-way covariance analysis indicated that the effectiveness of these methods was the same. In explaining this finding, it can be stated that self-control includes the ability to control emotions, behavior, and desires to achieve rewards or avoid consequences. Self-control is one of the types of social skills that can determine the level of success in life. Self-control has a significant positive relationship with mental health, appropriate interpersonal relationships, progress in assignments, and improvement in academic performance. Familiarity with the management and regulation of excitement during adolescence can help increase self-control in these people and bring positive results. Mindfulness training is also an all-around awareness that helps to develop an open mind and accept emotions, and by learning this skill, people can gain self-control as well as control their thoughts and emotions, and by accepting these emotions, they can improve their level of life and positive emotions. To improve in this method, due to the use of non-judgmental observation, increasing awareness and presence in the present moment, and increasing acceptance and refraining from avoidance, people can achieve better self-control. The method of mindfulness intervention through regular meditation exercises increases a person's moment-to-moment awareness of feelings and emotions directed at his body. In this way, people learn to be aware and alert to their negative emotional thoughts, to accept these thoughts in a non-judgmental way, and express them calmly. This research, like any research, was faced with limitations, among which the following can be mentioned: The research was conducted on high school girls. Conducting this research during the Corona era was one of the main limitations of this research. In the end, according to the findings of this research, it is suggested to implement mindfulness and emotion regulation training to help increase the level of self-control of female students in high schools. Especially in the current era of Corona, when students faced serious emotional and academic problems, the implementation of such training even in virtual form can be very effective. In general, the results showed that the use of emotion regulation and mindfulness methods can be effective in increasing the self-control of students with low academic performance, so the use of these methods is helpful in academic performance.
Methods: The research design was semi-experimental with two experimental groups and one control group. The statistical population consisted of all female students with low academic performance in the first year of high school in Tabriz, and 75 of them were selected as a research sample and were randomly assigned to three groups (two experimental groups and one control group). The data collection tool included Tanji's (2004) self-control scale. The emotion regulation training package and the mindfulness training package lasted for two months and one session each week for 90 minutes, and during this time the control group did not participate in any intervention. The data were analyzed using a one-way analysis of covariance.
Results: The results of the one-way covariance analysis in the test show the effect of the independent variable (group) on the self-control variable after adjusting the pre-test scores. Based on the results of the implementation of independent variables, i.e. training based on mindfulness and emotional regulation, it has affected the self-control variable (F = (1, 47) - 1.08, P < 0.05). According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another. According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another.
Conclusion: Regarding the difference in the effectiveness of emotion regulation training and mindfulness training on students' self-control, the results of data analysis using one-way covariance analysis indicated that the effectiveness of these methods was the same. In explaining this finding, it can be stated that self-control includes the ability to control emotions, behavior, and desires to achieve rewards or avoid consequences. Self-control is one of the types of social skills that can determine the level of success in life. Self-control has a significant positive relationship with mental health, appropriate interpersonal relationships, progress in assignments, and improvement in academic performance. Familiarity with the management and regulation of excitement during adolescence can help increase self-control in these people and bring positive results. Mindfulness training is also an all-around awareness that helps to develop an open mind and accept emotions, and by learning this skill, people can gain self-control as well as control their thoughts and emotions, and by accepting these emotions, they can improve their level of life and positive emotions. To improve in this method, due to the use of non-judgmental observation, increasing awareness and presence in the present moment, and increasing acceptance and refraining from avoidance, people can achieve better self-control. The method of mindfulness intervention through regular meditation exercises increases a person's moment-to-moment awareness of feelings and emotions directed at his body. In this way, people learn to be aware and alert to their negative emotional thoughts, to accept these thoughts in a non-judgmental way, and express them calmly. This research, like any research, was faced with limitations, among which the following can be mentioned: The research was conducted on high school girls. Conducting this research during the Corona era was one of the main limitations of this research. In the end, according to the findings of this research, it is suggested to implement mindfulness and emotion regulation training to help increase the level of self-control of female students in high schools. Especially in the current era of Corona, when students faced serious emotional and academic problems, the implementation of such training even in virtual form can be very effective. In general, the results showed that the use of emotion regulation and mindfulness methods can be effective in increasing the self-control of students with low academic performance, so the use of these methods is helpful in academic performance.
Type of Study: Research |
Subject:
Clinical Psychiatry
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