اثربخشی آموزش تنظیم هیجان به شیوه گراس بر تحمل پریشانی و ناگویی هیجانی دانشجویان دختر خوابگاهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد رشته روانشناسی، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

2 استادیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

10.48308/apsy.2025.237559.1724

چکیده


هدف: زندگی در خوابگاه و دور از خانواده، دانشجویان را با چالش‌های هیجانی و رفتاری روبرو می‌کند و به همین دلیل هدف از پژوهش حاضر بررسی تأثیر آموزش تنظیم هیجان بر تحمل پریشانی و ناگویی هیجانی دانشجویان دختر خوابگاهی بود.

روش: پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل بود. جامعه آماری تمامی دانشجویان دختر ۲۰ الی ۳۰ ساله مقیم خوابگاه دانشگاه آزاد‌اسلامی اصفهان در سال تحصیلی ۱۴۰۲-۱۴۰۳ بودند که ۴۰ نفر به روش نمونه‌گیری هدفمند انتخاب و بصورت تصادفی در دو گروه آزمایش و کنترل (هرگروه ۲۰ نفر) گمارده شدند. گروه آزمایشی به مدت ۸ جلسه ۹۰ دقیقه‌ای آموزش را دریافت کردند اما مداخله‌ای برای گروه کنترل انجام نشد. هر دو گروه با استفاده از پرسشنامه‌های تحمل پریشانی سیمونز و گاهر و ناگویی هیجانی بگبی و همکاران در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری سنجیده شدند.

یافته‌ها: نتایج تحلیل واریانس با اندازه‌گیری مکرر نشان داد آموزش تنظیم هیجان توانسته است تفاوت معناداری بین دو گروه در دو متغیر پژوهش ایجاد کند بدین صورت که تأثیر ۱۷ درصدی بر افزایش تحمل پریشانی (۷۷/۷ = F، ۰۱/۰ > p) و تأثیر ۱۳ درصدی بر کاهش ناگویی هیجانی گروه آزمایش داشته است (۷۹/۵ = F، ۰۵/۰ > p).

نتیجه‌گیری: با آموزش مهارت‌های تنظیم هیجان به دانشجویان می‌توان توانایی هیجانی آن‌ها را جهت زندگی در شرایط چالش برانگیز خوابگاه افزایش داد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating The Effectiveness of Emotion Regulation Training Using Gross's Method on Distress Tolerance and Alexithymia of Female Dormitory Students

نویسندگان [English]

  • Maryam Raeisshahraki 1
  • Mohammad Shakarami 2
1 MSc. Student, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
چکیده [English]

Aim: Living in a dormitory away from family presents students with various emotional and behavioral challenges. Therefore, this study aimed to examine the impact of emotion regulation training on distress tolerance and alexithymia among female dormitory students.
Methods: This research employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, including a control group. The statistical population consisted of all female dormitory students aged 20 to 30 residing at the Islamic Azad University of Isfahan during the 2023-2024 academic year. From those who met the inclusion criteria, 40 participants were purposefully selected and randomly assigned to either the experimental group or the control group (20 participants in each). The experimental group underwent eight 90-minute sessions of emotion regulation training, while the control group did not receive any intervention. Both groups were assessed at the pre-test, post-test, and follow-up stages using the Distress Tolerance Scale developed by Simons & Gaher and the Alexithymia Scale created by Bagby et al.
Results: Data analysis conducted using repeated measures analysis of variance indicated a significant difference between the experimental and control groups across both study variables. Specifically, emotion regulation training resulted in a 17% increase in distress tolerance within the experimental group (F = 7.77, p < 0.01) and a 13% reduction in alexithymia (F = 5.79, p < 0.05).
Conclusion: By equipping students with emotion regulation skills, their capacity to navigate the emotional challenges of dormitory life can be enhanced.

کلیدواژه‌ها [English]

  • Alexithymia
  • Distress Tolerance
  • Emotion Regulation Training
  • Female Dormitory Students

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