Tahere Amirahmadi; Hamdollah Jayervand; Farzaneh Hooman; Rezvan Homaei
Abstract
Background: Understanding the factors that influence divorce can help individuals and couples make informed decisions about their relationships and seek appropriate support. The study aimed to investigate the correlation between self-differentiation and emotional experiences towards the spouse and the ...
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Background: Understanding the factors that influence divorce can help individuals and couples make informed decisions about their relationships and seek appropriate support. The study aimed to investigate the correlation between self-differentiation and emotional experiences towards the spouse and the probability of divorce among married female students.Methods: This study used a descriptive-correlational design to examine the relationship between divorce probability, selfdifferentiation, and emotional experiences in married female students at Islamic Azad University of Ahvaz, Iran in 2023. A convenience sample of 304 participants was selected. Data were collected using the Divorce Probability Questionnaire (DPQ), Differentiation of Self Inventory (DSI), and Experiences of Emotions Towards Spouse Questionnaire (EETSQ). Data analysis was conducted using SPSS version 27. Correlation coefficients and regression were employed to examine the correlations between the variables.Results: The results revealed a significant negative correlation between self-differentiation and the probability of divorce (r=- 35, P=0.001). Additionally, emotional experiences towards the spouse were negatively and significantly correlated with the probability of divorce (r=-33, P=0.001).Conclusions: The findings suggested that self-differentiation and emotional experiences towards the spouse are significantly correlated with the probability of divorce among married female students. By understanding the importance of self-differentiation and positive emotional experiences, interventions can be developed to help couples strengthen their relationships and reduce the risk of divorce.
Hadi Dehghani Neyestani; Seyed Hamid Atashpour; Hajar Torkan
Abstract
Background: Romantic breakups are a common experience for college students that can significantly impact emotional wellbeing. This study was conducted to evaluate the impact of transactional analysis group therapy, schema therapy, and emotionfocused therapy on emotional regulation in female university ...
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Background: Romantic breakups are a common experience for college students that can significantly impact emotional wellbeing. This study was conducted to evaluate the impact of transactional analysis group therapy, schema therapy, and emotionfocused therapy on emotional regulation in female university students experiencing romantic failure.Methods: A quasi-experimental pre-test-post-test control group design was employed. The target population comprised all female university students at Khorasgan University, Isfahan, Iran who had experienced romantic failure in 2022. A convenience sample of 60 female students who met these criteria was selected for participation. Participants were randomly assigned to one of the four groups: transactional analysis group therapy (n=15), schema therapy (n=15), emotion-focused therapy (n=15), and a control group (n=15). Each therapy group participated in eight 90-minute sessions. Data were collected using the Cognitive Emotion Regulation Questionnaire (CERQ). Analysis of covariance (ANCOVA) and Bonferroni post hoc tests were conducted using SPSS version 22 to analyze the data.Results: The results demonstrated a significant difference in post-test scores for both positive and negative emotion regulation between the experimental and control groups (P<0.001). The transactional analysis group exhibited the highest mean score (70.01±3.04) for positive emotion regulation, followed by the schema therapy group (72.26±2.74) and the emotion-focused therapy group (71.66±4.28). The control group showed the lowest mean score (29.20±4.45) (P<0.001). For negative emotion regulation, the control group had the highest mean score (55.86±5.23), while the emotion-focused therapy group showed the lowest mean score (21.46±3.70) (P<0.001). The results indicated that transactional analysis group therapy, schema therapy, and emotion-focused therapy significantly increased positive emotion regulation in female university students experiencing romantic failure compared to the control group (P<0.001).Conclusions: This study demonstrated the effectiveness of transactional analysis group therapy, schema therapy, and emotionfocused therapy in improving emotional regulation among female university students experiencing romantic failure. Future research should investigate the long-term effects of these interventions and explore factors that may influence treatment outcomes.
Saeide Hasani Rad; Sasan Bavi; Alireza Heidari
Abstract
Background: Given the widespread occurrence of aggression among female students and its associated detrimental effects, investigating effective intervention strategies is crucial. This study examined the impact of emotion-focused therapy (EFT) on distress tolerance and resilience in female students exhibiting ...
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Background: Given the widespread occurrence of aggression among female students and its associated detrimental effects, investigating effective intervention strategies is crucial. This study examined the impact of emotion-focused therapy (EFT) on distress tolerance and resilience in female students exhibiting aggressive tendencies.Methods: This study employed a quasi-experimental design with a pre-test, post-test, and a one-month follow-up design. The population consisted of female students with aggression symptoms who referred to educational counseling centers in Ahvaz, Iran, in 2023. Fifty female students exhibiting aggressive symptoms were recruited via convenience sampling and subsequently randomized into either an experimental group or a control group (n=25 per group). The study participants in the experimental group underwent eight weekly 90-minute sessions of Emotion-Focused Therapy (EFT). The Distress Tolerance Scale (DTS) and the Connor-Davidson Resilience Scale (CD-RISC) were employed for data collection. Repeated measures analysis of variance (ANOVA) was performed using SPSS version 25 to analyze the data.Results: Our results showed that EFT significantly increased distress tolerance and resilience in female students with aggression symptoms. At pre-test, both groups had similar mean scores on the distress tolerance (34.16±4.03 for EFT, 33.80±4.15 for control) and the resilience (38.00±6.70 for EFT, 38.04±6.70 for control). After the EFT intervention, the experimental group showed a significant increase in distress tolerance (M=62.40, SD=2.00) and resilience (M=72.80, SD=2.06) as compared with the control group (M=32.32, SD=4.33; M=37.76, SD=6.86, respectively) (P<0.001). The observed effects persisted at the onemonth follow-up assessment (P<0.001).Conclusions: The study demonstrated that EFT is a highly effective intervention for helping female students with aggression issues. It improves their ability to manage distressing emotions and build resilience. Schools and mental health professionals should consider using EFT as part of their programs to address aggression and promote positive mental health in female students.
Seydeh Negar Barekat; Elham Foroozandeh; Seyed Mostafa Banitaba
Abstract
Background: Depression, a prevalent psychological disorder, significantly impacts emotional regulation and cognitive avoidance in the academic and professional performance of students. This study compares two interventions, behavioral activation and mindfulness-based, to improve emotional balance and ...
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Background: Depression, a prevalent psychological disorder, significantly impacts emotional regulation and cognitive avoidance in the academic and professional performance of students. This study compares two interventions, behavioral activation and mindfulness-based, to improve emotional balance and reduce cognitive avoidance in college students experiencing depression.Methods: A quasi-experimental pre-test-post-test design with a 60-day follow-up period was used in this study. The target population comprised female students at Isfahan State University, Isfahan, Iran who exhibited depressive symptoms during the 2022-2023 academic year, and were referred to the university’s Counseling Center. A convenience sample of 45 participants was selected and randomly assigned to three groups of 15: behavioral activation, mindfulness-based intervention, and a control group. The Scale of Positive and Negative Experience (SPANE) and the Cognitive Avoidance Questionnaire (CAQ) were administered to all participants at three time points. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc tests in SPSS version 16.Results: The study found that both mindfulness-based interventions and behavioral activation significantly improved positive emotions and reduced cognitive avoidance in college students with depressive symptoms. For the mindfulness group, positive emotions increased from 15.20±5.59 to 21.00±5.75 at the post-test and then to 18.00±2.85 at follow-up. Cognitive avoidance decreased from 84.66±8.33 to 67.60±7.93 at post-test and then remained stable at 66.93±6.28 at follow-up. The behavioral activation group showed similar trends, with positive emotions increasing from 16.00±6.49 to 19.20±7.07 at post-test and then decreasing to 18.53±5.05 at follow-up. Cognitive avoidance decreased from 80.26±11.78 to 60.93±7.07 at post-test and then increased slightly to 61.60±7.44 at follow-up (P=0.027). While both interventions were effective, behavioral activation had a more lasting impact on positive emotions (P=0.027).Conclusions: The findings of this study suggested that both behavioral activation and mindfulness-based interventions are effective in improving emotional balance and reducing cognitive avoidance in college students with depressive symptoms.
Sara Mousavi; Alireza Heidari; Sahar Safarzadeh; Parviz Asgari; Marzieh Talebzadeh Shoushtari
Abstract
Background: Exam anxiety in female students, a significant emotional response and emotional issue that negatively impacts learning, is perceived as a threat by many students. The present study investigated the efficacy of emotional schema therapy (EST) on self-regulation and frustration tolerance in ...
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Background: Exam anxiety in female students, a significant emotional response and emotional issue that negatively impacts learning, is perceived as a threat by many students. The present study investigated the efficacy of emotional schema therapy (EST) on self-regulation and frustration tolerance in female students with exam anxiety during the academic year 2022-2023.Methods: A quasi-experimental design with a pretest-posttest was employed. A total of 36 female students with exam anxiety were recruited from Ahvaz, Iran. Convenience sampling technique was employed to select the study participants who were randomly assigned to either the experimental group (n=18) or the control group (n=18) using a random number table. The experimental group received ten, 60-minute sessions of EST. Self-regulation and frustration tolerance were assessed using questionnaires before and after the intervention. Group differences were assessed using analysis of covariance (ANCOVA).Results: At pretest, both groups showed similar levels of self-regulation (P=0.694). Following the intervention, the experimental group showed significantly higher self-regulation (Mean=49.72, SD=5.74) as compared with the control group (Mean=36.39, SD=4.17) (P=0.001). No significant difference in frustration tolerance was observed between groups at pretest (P=0.927). However, the experimental group (Mean=71.28, SD=5.88) demonstrated significantly greater frustration tolerance as compared with the control group (Mean=117.67, SD=18.10) after the intervention (P=0.001). The findings indicated that EST effectively improved self-regulation and frustration tolerance in female students with exam anxiety (P<0.001).Conclusions: The results demonstrated a statistically significant improvement in self-regulation and frustration tolerance after administering EST sessions. These findings suggested that EST may be a promising intervention for addressing the psychological challenges associated with exam anxiety in female students.
Maryam Behroz; Fatemeh Sadat Marashian; Marjan Alizadeh
Abstract
Background: Social compromise is one of the principal components of mental health in head-of-household women. Empowerment and promotion of cognitive emotion regulation are critical in social compromise. The present study aimed to investigate the correlation between stress coping strategies and social ...
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Background: Social compromise is one of the principal components of mental health in head-of-household women. Empowerment and promotion of cognitive emotion regulation are critical in social compromise. The present study aimed to investigate the correlation between stress coping strategies and social compromise with empowerment through the mediation role of cognitive emotion regulation in head-of-household women.Methods: In this descriptive and correlational study, the statistical population comprises all head-of-household women in Yasuj, Iran in 2021, of whom 258 were selected through convenient sampling. The research instruments included the Psychological Empowerment Scale, the Adjustment Inventory, Coping Inventory for Stressful Situations, and the Cognitive Emotion Regulation Questionnaire. Data were analyzed using the statistical correlation method and structural equation modeling in SPSS and AMOS version 25.Results: The mean and standard deviation of social compromise, problem-focused strategies, emotion-focused strategies, avoidance strategies, adaptive emotion regulation, maladaptive emotion regulation, and empowerment were 14.22±4.60,16.11±4.71, 22.02±5.16, 23.65±4.88, 25.35±10.19, 20.34±8.14, and 39.25±10.84, respectively. The results showed a significant correlation between stress-coping strategies and social compromise with empowerment (P<0.001). Furthermore, the correlation between stress coping strategies and social compromise with empowerment was significant through the mediation of cognitive emotion regulation (P<0.001). The results showed that the final model fit well (CFI=0.99, RMSEA=0.028).Conclusion: The proposed model had a desirable fitting. The head-of-household women who have social compromise when facing problems can deal with the stress caused by problems through sympathy and consulting with others, as well as using stress coping strategies, and as a result of this empowerment, they enjoy sufficient mental health.
Mahtab Dizaj Khalili; Shahrokh Makvand Hosseini; Parviz Sabahi
Abstract
Background: The problems imposed by multiple sclerosis (MS) can affect the patients’ mental health socially and psychologically. Patients must thus acquire practical coping mechanisms to deal with their illness and go on living. The present study examined the impact of mindfulness-based cognitive ...
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Background: The problems imposed by multiple sclerosis (MS) can affect the patients’ mental health socially and psychologically. Patients must thus acquire practical coping mechanisms to deal with their illness and go on living. The present study examined the impact of mindfulness-based cognitive therapy (MBCT) and imagery rescripting and reprocessing treatment (IRRT) on emotional tiredness in MS-affected women.Methods: In this quasi-experimental study, the statistical population comprised 145 women with MS who had registered in the Iran MS Society in Tehran, Iran from May to October 2019. A sample of 45 was conveniently selected and randomly divided into two experimental and one control group (15 patients per group). The control group received no training, whereas the first experimental group experienced seven sessions of IRRT, the second experimental group underwent eight 90-minute sessions of MBCT. The data were collected using Emotional Exhaustion subscale of the Maslach Burnout Inventory. The repeated-measures ANOVA was used to analyze the data.Results: Based on the results, two therapies significantly differed in terms of emotional exhaustion (P<0.001). The mean (SD) of the post-test score of emotional exhaustion in the MBCT and IRRT groups was 40.73 (1.66) and 41.20 (1.47), respectively, which was different from the control group (43.76(1.80)). However, there was no significant difference between the effectiveness of the two therapies on emotional exhaustion in women with MS. The effects of the interventions on emotional exhaustion persisted during three-month follow-up.Conclusions: IRRT and MBCT can be recommended as effective interventions to improve the emotional exhaustion of women with MS.
