phd student in educational psychology of Kharazmi university
Abstract
Aim: This research aimed to investigate the effect of emotion regulation strategies training on increasing students’ resilience and engagement with academic affairs in teenaged girls. Method: Method was a quasi-experimental research with experimental and control groups, and pretest, posttest and follow up design. The statistical population comprised of all female students of middle schools of Ramsar city in 2015-2016 (n= 820). By random cluster sampling two schools were selected, and in each school three classrooms were selected, and among them 40 students were placed randomly in two experimental and control groups. For collection of data the Academic Resilience Scale (Samuels & Woo, 2009) and the Academic Engagement Scale (Fredricks, Blumenfeld & Paris, 2004) were used. Students in the experimental group were trained using the Emotion Regulation Protocol designed by Gross (2014) in ten sessions, each session lasting 60 minutes, once a week. At the end of training, and also at follow up students completed both sets of questionnaires again. Data was analyzed using analysis of variance with repeated measures. Results: Result showed that emotion regulation training increases academic resilience (F=4.470, P=0.021) and engagement on the academic affairs in teenaged girls (F=7.309, P=0.001), and this result remains constant at follow up. Conclusion: Training emotion regulation strategies to students can be considered important in improving unreasonable beliefs and irrational behaviors via understanding emotions and modifying and increasing their academic resilience and engagement.
آفتاب، رؤیا.، کربلایی محمدمیگونی، احمد.، و تقیلو، صادق. (1393). نقش میانجیگر راهبردهای تنظیم هیجانی در رابطه بین شخصیت مرزی و خشونت زناشویی. فصلنامه روانشناسی کاربردی، 8(4 پیاپی 32): 27-7.
ابوالقاسمی، عباس. (1390). ارتباط تابآوری، استرس و خودکارامدی با رضایت از زندگی دانشآموزان دارای پیشرفت تحصیلی بالا و پایین. مطالعات روانشناختی، 7(3): 151-131.
پاشایی، زهره.، پورابراهیم، تقی.، و خوشکنش، ابوالقاسم. (1388). تأثیر آموزش مهارتهای مقابله با هیجانها در اضطراب امتحان و عملکرد تحصیلی دختران دبیرستانی. فصلنامه روانشناسی کاربردی، 3(4 پیاپی 12): 20- 7.
ذبیحی، رزیتا.، نیوشا، بهشته.، و منصوری، محبوبه. (1391). رابطه تابآوری و جو روانی-اجتماعی کلاس با پیشرفت تحصیلی دانشآموزان مقطع راهنمایی شهر تهران. اندیشههای تازه در علوم تربیتی، 7(3 پیاپی 27): 82-71.
رشیدی، علی.، امیری، محمد.، مهرآور گیگلو، شهرام.، و نودهی، حسن. (1394). بررسی رابطه ادراک از محیط یادگیری کلاس با تابآوری تحصیلی. پژوهشهای آموزش و یادگیری، 22(7): 198- 189.
صفارینیا، مجید.، و بازییاری میمند، مهتاب. (1391). مقایسه تابآوری هیجانی و اجتماعی در دانشآموزان مناطق محروم و غیرمحروم. اندیشههای نوین تربیتی، 8(1): 124- 107.
صیف، محمدحسن. (1394). ارائه الگوی روابط علی جهتگیری هدف تحصیلی و درگیری شناختی: نقش واسطهای هیجانهای تحصیلی و خودکارامدی تحصیلی. دوفصلنامه علمی پژوهشی شناخت اجتماعی، 4(2 پیاپی 8): 21-7.
نریمانی، محمد.، طالبیجویباری، مسعود.، و ابوالقاسمی، عباس. (1392). مقایسه سبک اسناد و تابآوری در بین دانشآموزان آسیبدیده و عادی. فصلنامة افراد استثنایی، 3(10): 60- 45.
Alva, S.A. (2007). Academic invulnerability among Mexican-American students: The importance of protective and resources and appraisals. Hispanic Journal of Behavioral Sciences, 13(1): 18–34.
Appelton, J.J., Christenson, S.L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal Schwa Psychology, 44(4): 427-445.
Appleton, J.J., Christenson, S.L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5): 369-386.
Bryant, F.B. (2010). Savoring beliefs inventory (SBI): A scale for measuring beliefs about savoring. Journal of Mental Health, 12(1): 175-196.
Christenson, S.L., Reschly, A.L., Appleton, J.L., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. Best Practices in School Psychology, 5(1): 1099-1120.
Close, W., & Solberg, S. (2007). Predicting achievement, distress and retention among lower-income Latino youth. Journal of Vocational Behavior, 72(1): 31-42.
Cohn, M. A., Fredrickson, B. L., Brown, S. L., Mikels, J. A., & Conway, A. M. (2009). Happiness unpacked: Positive emotions increase life satisfaction by building resilience. Emotion, 9(3): 361-368.
Connor, K.M., & Davidson, J.R.T. (2013). Development of a new resilience scale: the Connor-Davidson resilience scale (CDRISC). Depression and Anxiety, 18(2): 76-82.
Demaree, H.A., Robinson, J.L., Pu, J., & Allen, J.J. B. (2006). Strategies actually employed during response-focused emotion regulation research: Affective and physiological consequences. Cognition and Emotion, 5(4): 1248–1260.
Diener, E., Lucas, R.E., & Scollon, C. (2006). Beyond the hedonic treadmill: Revising the adaptation theory of well-being. American Psychologist, 61(3): 305–314.
Egloff, B., Schmukle, S.C., Burns, L.R., & Schwerdtfeger, A. (2006). Spontaneous emotion regulation during evaluated speaking tasks: Associations with negative affect anxiety expression, memory, and physiological responding. Emotion, 6(1): 356-366.
Fredricks, J.A., Blumenfeld, P., & Paris, A. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1):59-109.
Fredrickson, B.L. (2010). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist: Special, 14(4): 218-226.
Fried, L. & Chapman, E. (2012). An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. Australian Educational Researcher Journal, 39(1): 295–311.
Folkman, S., & Moskowitz, J.T. (2009). Coping: Pitfalls and promise. Annual Review of Psychology, 55(2): 745-774.
Gardner, T.W., Dishion, T. J., & Connell, A.M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 9(4): 273–284.
Garnefski, N. & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Press Individual Difference, 9(1):1659-1669.
Goldstein, S., & Brooks, R.B. (2005). Handbook of resilience in children. New York: Springer.
Graziano, P., Reavis, R., Kean, S., & Calkins, S. (2007). The role of emotion regulation and children’s early academic success. Journal of School Psychology, 45(1): 3-19.
Gross, J.J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(3):214–219.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. Handbook of emotion regulation. New York, NY: Guilford Press.
Gross, J. J., & John, O. P. (2012). Wise emotion regulation. In L. Feldman Barrett & P. Salovey (Eds.), the wisdom of feelings, Psychological processes in emotional intelligence. New York: Guilford.
Gross, J. J., & John, O. P. (2013). Individual differences in two emotion regulation processes: Implications for affect, relationships, and wellbeing. Journal of Personality and Social Psychology, 22(1): 348-362.
Gross, J.J., Richards, J.M., & John, O.P. (2006). Emotion regulation in everyday life’, in D.K. Snyder, J.A. Simpson and J.N. Hughes (eds.), Emotion Regulation in Families. Pathways to Dysfunction and Health. American Psychological Association: Washington DC.
Howard, S., & Johnson, B. (2007). What makes the difference? Children and teachers talk about resilient outcomes for children at risk. Educational Studies, 26(1): 321–337.
Isen, A.M. (2008). Positive affect and decision-making. In M. Lewis and J. Havilland-Jones (Eds.). Handbook of Emotion. New York: Guilford.
Kindermann, T.A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(1): 1186-1203.
Krompinger, J.W., Moser, J. S., & Simons, R. F. (2008). Modulations of the electrophysiological response to pleasant stimuli by cognitive reappraisal. Emotion, 8(2): 132-137.
Kwok, O Hughes, J, N & Luo, W, (2007). Role of resilient personality on lower achieving first grade students' current and future achievement. Journal of School Psychology, 45(1): 61-82.
Li, Y. (2010). School engagement in adolescence: Theoretical structure, measurement equivalence, and developmental trajectories. A dissertation presented to the Graduate School of Arts and Sciences of Tufts University in partial fulfillment of the requirements for the degree of doctor of philosophy in Applied Child Development, Tufts University.
Li, Y., & Lerner, R.M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1): 233–247.
Lindstroem, B. (2011). The meaning of resilience. International Journal of Adolescent Medicine and Health, 13(2): 7–12.
Linnenbrink, E.A., Pintrich, P.R. (2009). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2): 119-37.
Luthar, S.S., & Cicchetti, D. (2010). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12(2): 857–885.
Martin, A.J. (2007). The student motivation scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counseling, 11(1): 1- 20.
Martin. A.J., & Marsh, H.W. (2006). Academic Resilience and Its Psychological and Educational Correlates: A Construct Validity Approach. Psychology in the Schools, 43(3): 267-281.
Masten, A.S. (2006). Ordinary magic: Resilience processes in development. American Psychologist, 16(4): 227–238.
Melnick, S.M., & Hinshaw, S.P. (2009). Emotion regulation and parenting in AD/HD and comparison boys: Linkages with social behaviors and peer preference. Journal of Abnormal Child Psychology, 28(2): 73–86.
Meyer, D.K., & Turner, J. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(3): 377–390.
Ong, D., Bergeman, C.S., Toni, L., Bisconti & Wallace, A., (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4): 730-749.
Paus, T. (2005). Mapping brain maturation and cognitive development during adolescence. Trends in Cognitive Sciences, 9(2): 60–68.
Perbandt, K. (2007). Differential effects of incongruent anger expression on memory performance. Journal of Individual Differences, 28(3): 129-137.
Reeve, J., & Tseng, C. (2011). Agency as a forth aspect of student engagement during activities. Contemporary Educational Psychology, 9(4): 257-267.
Sagor, R. (2008). Building resiliency in students. Educational Leadership, 54(1): 38-43.
Samareh S. & Kezri Moghadam, N. (2016). Relationship between Achievement Goals and academic self-efficacy; mediation role of academic engagement. Scholarly Bimonthly of Education Strategies in Medical Sciences, 9(1): 13-20.
Samuels, W.E & Woo, A. (2009). Creation and initial validation of an instrument to measure academic resilience. From: http://wesamuels.org/pdfs.
Shochet, I.M., Dadds, M.R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35(4): 170-179.
Silk, J.S., Steinberg, L., & Morris, A.S. (2013). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6): 1869–1880.
Spear, L.P. (2008). The adolescent brain and age related behavioral manifestations. Neuroscience and Bio behavioral Reviews, 24(2): 417–463.
Tugade, M. M. & Fredrickson, B. (2006). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2): 320-333.
Tugade, M. M. & Fredrickson, B. (2007). Regulation of positive emotions: Emotion regulation strategies that promote resilience. Journal of Happiness Studies, 8(2): 311-333.
Waxman, H., Gray, J., & Padron, Y. (2006). Review of research on educational resilience. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence, 11(1): 22-35.
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon (Series Ed.) & N. Eisenberg (Volume Ed.), Handbook of child psychology (6th Ed.).New York, NY: John Wiley, 3(2): 933–1002.
Zimmerman, B. (2007). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. Zimmerman (Eds.), Self-regulated learning: from teaching to self-reflective practice. New York: Guilford Press.
Ashournejad, F. (2016). Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls. Applied Psychology, 10(1), 501-521.
MLA
Fateme Ashournejad. "Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls". Applied Psychology, 10, 1, 2016, 501-521.
HARVARD
Ashournejad, F. (2016). 'Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls', Applied Psychology, 10(1), pp. 501-521.
VANCOUVER
Ashournejad, F. Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls. Applied Psychology, 2016; 10(1): 501-521.