جستجوی مقالات مرتبط با کلیدواژه « پردازش هیجانی » در نشریات گروه « علوم اجتماعی »

Academic performance is intricately tied to an individual's emotional and psychological dimensions. This study aims to explore the mediating role of emotional processing in the correlation between the Initial Schema and academic engagement in students. Employing a descriptive-correlational approach, particularly structural equation modeling, the study involved a statistical population of 529 female students in Tehran city, with 300 students selected through available sampling. The Zarang Academic Engagement Questionnaire (2012), the Emotional Processing Scale by Baker et al. (2010), and the Young's Initial Schema Questionnaire (1994) were utilized. Results indicated a significant direct relationship between mental theory and emotional processing with academic engagement. The research model was deemed fit and validated, explaining 37% of the variance in educational involvement through Initial schema and emotional processing. Empirical processing played a mediating role in the association between Initial schema and emotional processing with academic engagement. Changes in beliefs and inappropriate schemas were found to potentially diminish emotional processing, consequently reducing academic engagement.

The present research aimed to assess the effectiveness of mindfulness-based relapse prevention intervention on craving and emotional processing in substance-dependent individuals in the non-pharmacological rehabilitation phase.

The current research was semi-experimental with pre-test, post-test, and follow-up design with a control group. The statistical population included all substance-dependent men in addiction treatment clinics in the city of Urmia in 2020. Among them, 30 people were selected by convenience sampling method and randomly divided into two experimental (n=15) and control (n=15) groups. The participants of both groups completed the craving scale-short form and the emotional processing scale in the pre-test, post-test, and follow-up. The experimental group underwent mindfulness-based relapse prevention intervention in eight 60-minute sessions, and the control group did not receive any training during the treatment. The data were analyzed by the repeated-measures analysis of variance.

The results showed that the mindfulness-based relapse prevention intervention had a significant effect on reducing craving and emotional processing, and this effectiveness also remained stable in the two-month follow-up period.

Findings of this study provide useful information concerning mindfulness-based relapse prevention intervention and counselors and psychologists can use this intervention to improve craving and emotional processing in substance-dependent individuals in the non-pharmacological rehabilitation phase.

The present study was conducted with aim of determine the mediating role of emotional processing in the relationship between theory of mind with academic performance in bilingual students.

This was a cross-sectional correlational study. The study population were the bilingual female students in the ninth grade of Bandar Torkaman county in the academic years of 2019-20 with number of 1200 people. The research sample was 280 people who were selected by multi-stage cluster sampling method. Data were collected with using the theory of mind scale (Steerneman, 1994), academic performance questionnaire (Pham & Taylor, 1999) and emotional processing scale (Baker & et al, 2010) and were analyzed by Pearson correlation coefficient and structural equation modeling methods in SPSS-18 and AMOS-23 software.

The findings showed that the mode of mediating role of emotional processing in the relationship between theories of mind with academic performance in bilingual students had a good fit. Also, theory of mind on emotional processing and academic performance of bilingual students and emotional processing on their academic performance had a direct and significant effect (p < 0.05). In addition, theory of mind with the mediating role of emotional processing had an indirect and significant effect on the academic performance of bilingual students (p < 0.05).

According to the direct and indirect relationships of the present study, planning to improve the academic performance of bilingual students is essential by promoting theory of mind and emotional processing.