فهرست مطالب hamd allah jayervand

Hearing is one of the most important senses for learning, acquiring language skills and interacting with others. Deaf children make more mistakes in identifying emotions than their hearing peers and face challenges in cognitive emotion regulation skills. The current research was conducted with the aim of comparing the effectiveness of life skills training, physical training and combined training of life skills and physical training with cognitive regulation of emotion for deaf female students in Zahedan.

This research was an applied research in terms of its purpose. The statistical population included all deaf female students aged 15 to 18 in secondary school. A random sample of 52 people was selected according to the entry and exit criteria. They were randomly divided into four groups. In order to collect information, the cognitive regulation questionnaire of Garnevsky and Kraij 2006 was used. Interventional programs of experiment 1, life skills training, experimental group 2, bodybuilding exercises and experimental group 3, the combination of life skills training and bodybuilding exercises by a senior researcher. The control group did not receive any intervention. After completing the training for the groups, a post-test and a follow-up test were conducted after a period of four months.

Data analysis was performed using the analysis of variance test with repeated measurements, and the LSD post-test was used to compare the groups. According to the results of the data, the interventions of independent variables were effective on the dependent variable of cognitive regulation of emotion.