Document Type : Research Article
Authors
1 Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran
2 Department of Basic Sciences, Naein Branch, Islamic Azad University, Naein, Iran
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 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.
Highlights
Seydeh Negar Barekat: (Google Scholar)
Elham Foroozandeh: (Google Scholar)
Keywords
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