جستجوی مقالات مرتبط با کلیدواژه « خودآگاهی هیجانی » در نشریات گروه « روانشناسی »

The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.

The aim of the present study was to compare the effectiveness of affect phobia therapy (APT) and acceptance and commitment therapy(ACT) on the emotional self-awareness and perception of suffering in patients with chronic pain disorders.

This was a semi-experimental type with a pre-test and post-test design with a control group and a two-month follow-up. The statistical population infertile patients with chronic pain disorders to pain centers Isfahan in 2023. 45 of them were selected by available sampling method and randomly replaced in to three gropes. Data collection tools were emotional self-awareness questionnaire and perception of suffering questionnaire. The first experimental group underwent eight sessions of APT of the McCullough protocol (2003) and the second experimental group underwent eight sessions of ACT protocol of Dahl (2015). The control group was placed on the waiting list. Data analysis was done using of Analysis of covariance with SPSS-23.

The results showed that both interventions were effective in emotional self-awareness and reducing perception of patients with chronic pain disorders in the post-test and follow-up phase (P<0.05). There was significant difference between the two experimental groups in the post-test and follow-up stages in emotional self-awareness and ACT was more effective than APT (P<0.05). There was no significant difference between the two experimental groups in the post-test and follow-up stages in Perception of Suffering (P>0.05).

Both treatments are effective in improving the mental health patients with chronic pain disorders and can be used to reduce psychological problems in pain disorders treatment centers.

The emotional component of the relationship between parents and children plays an important role in the formation of problematic behaviors in children and adolescents and their mental health in general. The present study was conducted with the aim of explaining the causal model of parental meta-emotional philosophy based on emotional self-awareness, differentiation and existential anxiety. The study method was descriptive-correlation and structural equation model analysis. The statistical population included all the parents of Kermanshah city. A total of 201 parents were selected using the accessible method. The data collection tools were the Parental meta-emotion philosophy Scale, the Emotional Self-Awareness Scale, the Self-Differentiation Inventory - Short Form, and the Existential Concerns Questionnaire (Van Brugen et al., 2017). The validity of the tools was measured by using content validity in a qualitative method and reliability by internal consistency by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 21 and AMOS 21 software. The results showed that the direct paths of existential anxiety to meta-emotional philosophy; Differentiation to emotional self-awareness; and emotional self-awareness to meta-emotional philosophy, as well as the indirect path of differentiation to parental meta-emotional philosophy with the mediating role of emotional self-awareness is positive and significant. In other words, the results showed that parents who have higher differentiation have more emotional self-awareness and are more in emotion coaching in meta-emotional philosophy. This finding can be used in theoretical models related to the determinants of parent's emotion coaching or in psychological interventions to help parents to increase their emotion coaching.

Paying attention to the mental state of psychotherapy trainees plays an essential role in preparing students to enter the field of therapy. Therefore, this research was conducted with the aim of determining the effectiveness of short-term intensive psychodynamic therapy on emotional self-awareness, empathy and self-compassion in psychotherapy trainees.

It was a semi-experimental research with a pre-test-post-test design with two experimental and control groups and a two-month follow-up. The statistical population of the research consisted of all the psychotherapist trainees in Tehran in 2021, who were selected by the available sampling method, 30 people and randomly replaced in two groups of 15 people. Data collection was done with emotional self-awareness questionnaire (Rifi et al., 2008), empathy questionnaire (Mehrabian and Epstein, 1972) and self-compassion questionnaire (Neff, 2003). For each of the experimental groups, an intervention program was held in the form of weekly meetings. In addition to descriptive statistics, data analysis was performed with mixed analysis of variance and Bonferroni's post hoc test.

The results showed that in the post-test period, between the mean scores of emotional self-awareness (p<0.01), empathy (p<0.01) and self-compassion (p<0.01) of the experimental group in the intervention sessions compared to the control group. Statistically, the difference is significant. The effectiveness of short-term intensive psychodynamic therapy was stable over time in the subjects of the experimental groups.

Based on the results of the research, conducting psychological interventions for the preparation of psychotherapy trainees is very important and can be a basis for raising awareness and correctly applying these interventions in psychotherapy trainees.

The aim of this research was to evaluate the effectiveness of compassion focused theory (CFT) on emotional awareness and interpersonal difficulties of aggressive women. This research method was semi-experimental with pretest-posttest design. Using Rieffe and etall's emotional awareness, angles and etall's interpersonal diffialties and Buss-pervy aggression questionnaires, 30 women of aggressive women were purposive selected and were randomly assigned two experimental and control group (each group was 15). The experimental received & sessions of CFT based on Gillbert's instruction package and the control group did not receive any training in this field. After executing the CFT, emotional awareness, interpersonal difficulties and aggression of the members of two groups were measured again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). Calculated F either in the mancova analysis and either in ancova analysis for variables of emotional awareness, interpersonal difficulties and aggression, showed significant differences in both groups. The results of this study which are in line with other studies that CFT has significant role in increasing emotional awareness and decreasing interpersonal difficulties and aggression with aggressive women,

The present study was conducted with the aim of determining the effectiveness of cognitive therapy based on mindfulness on emotional self-awareness, empathy and self-compassion in psychotherapy trainees.

It was a semi-experimental research with a pre-test-post-test design with two experimental and control groups and a two-month follow-up. The statistical population of the research consisted of all female psychotherapist trainees in Tehran in 2021, who were selected by the available sampling method and randomly replaced in two groups of 15 people. Data collection was done with Rifi et al.'s emotional self-awareness questionnaire (2008), Mehrabian and Epstein's empathy questionnaire (1972), and Neff's self-compassion questionnaire (2003). For each of the experimental groups, a cognitive therapy intervention program based on Bowen and Marlatt (2011) was held in the form of weekly sessions. In addition to descriptive statistics, data analysis was performed with mixed analysis of variance and Bonferroni’s post hoc test.

The results showed that in the post-test period, between the average scores of empathy (P<0.001), emotional awareness (P<0.001), and self-compassion (P<0.001) of the company group There is a statistically significant difference between the participants in the intervention sessions compared to the control group. The effectiveness of the two intervention methods was stable over time in the subjects of the experimental groups.

Based on the results of the research, conducting psychological interventions for the preparation of psychotherapy trainees is very important and can be a basis for raising awareness and correctly applying these interventions in psychotherapy trainees.

The present study was entitled "Predicting adolescents' emotional self-awareness based on parenting stress, parenting styles and parental self-criticism among families in Yazd" in 1400. This research is a descriptive-correlative study with a survey method. The statistical population of this study was all adolescents (12-19 years old) with their parents. 220 adolescents with one of their parents who were available were selected as a sample. Data was collected by Reef et al.'s(2007) Emotional Self-Awareness Questionnaire, Abidin Parenting Stress(1990), Baumrind Parenting Style(1991), and Thompson and Zuroff(2004) Self-Criticism Questionnaire. Collected data were analyzed by using SPSS and Amos software. The results showed that all three variables of parenting stress, parenting style, and parents' self-criticism directly related to adolescent emotional self-awareness. inverse and significant relationship between Parental self-criticism and adolescent emotional self-awareness (P<0.001), inverse and significant relationship between parenting stress and emotional self-awareness(P<0.05), direct and significant relationship authoritative parenting style and emotional self-awareness (P< 0/001), significant inverse relationship between permissive parenting style and emotional self-awareness (P< 0/001) and no significant relationship was found between authoritarian parenting style and emotional self-awareness (P>0/05). Therefore, It can be concluded that parental self-criticism, parenting stress, and parenting style directly affect adolescents’ emotional awareness

Social networks are a source of distraction in personal, educational and professional work. The aim of this study was to construct a structural model of type D personality with social media addiction as a mediating role of emotional self-awareness in adolescents. The research method is descriptive-correlational modeling of structural equations. The statistical population of this study consists of all high school students in Nurabad (Delfan) in the academic year 1400. The sample consisted of 384 high school students in Nurabad (Delfan) who were selected by convenience sampling method and used the type D personality Denollet (1998), Emotion Awareness Questionnaire Lahaye (2011), Social Media Addiction Scale Tutgun-Ünal, & Deniz (2015) responded online. Structural equation modeling and AMOS edition 24 and SPSS 26 were used to evaluate the proposed model. The results of Pearson correlation coefficient showed that there was a negative relationship between personality type D and emotional self-awareness (P≥0.001). There is also a positive relationship between personality type D and social media addiction (P≥0.001). The proposed model had the necessary fit with the data. Structural equation modeling showed that 25% of the variance of emotional self-awareness and 32% of the variance of social media addiction is explained by type D personality and emotional self-awareness. Although the personality type of individuals and the level of awareness of emotions in addiction to related networks, but it should be borne in mind that the proper use of these networks can be a useful resource in the process of primary education of students

The aim of this study was to determine the fit of structural model of self-defeating behaviors based on basic psychological needs, moral identity and emotional self-awareness in young girls.

The present study was correlational and path analysis. The statistical population of the present study included all male and female graduate students of Tehran universities who were studying in the academic year of 2019-20, were selected by cluster sampling; And the Questionnaire of the Importance of Moral Identity for Self (Aquino and Reed, 2002), the Basic Psychological Needs Questionnaire (Guardia et al., 2000), the Academic Dishonesty Scale (Kabi et al., 1997), the Emotional Self-Awareness Questionnaire (Grant et al., 2002), The Cognitive and Self-Behavioral Scale (Cunningham, 2007) responded. Data were analyzed using structural equation modeling method by Amos software.

Findings showed that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in young people has a good fit (RMSEA= 0.07, GFI= 0.90). There was a significant negative relationship between moral identity and self-defeating behaviors (P<0.01, r= -0.20). Self-awareness has an indirect effect on self-defeating behavior mediated by guilt (P<0.01).

It can be concluded that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in students has a good fit.

The aim of this study was to investigate the role of emotional self-awareness, referral thinking, and mental vitality in predicting relapse in women using drugs. This research was descriptive and correlational. The statistical population of this study was women who used drugs referring to harm reduction centers and night shelters in Tehran, District 12. Among them, 60 people who were on withdrawal for a maximum of two weeks were selected by purposive sampling. Research tools included the Addiction Return Prediction Questionnaire (Wright, 1993), Emotional Self-Awareness (Grant et al., 2002), Reference Thinking (Ering, 2010), and Mental Vitality (Ryan and Frederick, 1997). Pearson correlation test and simultaneous linear regression were used to analyze the data. Findings showed that returning to addiction had a positive and significant relationship with referral thinking (repetitive negative thoughts, perceived dysfunction, and mental capacity capture) and a negative and significant relationship with emotional self-awareness (recognition, identification, communication, problem-solving, environmentalism) and mental vitality (P <0.05). Regression results also showed that recognition (-0.38), communication (-0.20), problem solving (-0.26), repetitive negative thoughts (0.22), perceived inefficiency (0.40), mental capacity capture (0.31) and mental vitality (-0.38) predict a return to addiction. Given the role of emotional self-awareness, referral thinking, and mental vitality in predicting a return to addiction in women drug users, it is necessary to conduct workshops based on these concepts to people who are quitting drugs.

Abstract The purpose of this study was to determine the role of mediator of emotional self-awareness in the relationship between sense of coherence and self-compassion with academic well-being in students. The present study was correlational. Using a multi-stage random sampling, 350 students were selected among undergraduate students of Tabriz University of Medical Sciences. The participants completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. In order to test the direct and indirect effects model, structural equation modeling was used. The findings indicated that the data fit the model well. The direct effect of sense of coherence and emotional self-awareness on academic well-being was significant. But the direct effect of self-compassion on academic well-being wasn't significant. Also the direct effect of sense of coherence and self-compassion on emotional self-awareness was significant. Indirect effect of sense of coherence and self-compassion with mediating role of emotional self-awareness on academic well-being was significant.  findings of the study showed that  sense of coherence and emotional self-awareness could significantly predict academic well-being. Consequntly , it can be concluded that emotional self-awareness had a mediating role between sense of coherence and self-compassion with well-being.

The present study aimed to investigate the mediating role of defense mechanisms in the relationship between personality disorders and emotional self-awareness. The Study design was descriptive-correlational. The statistical population included all people with each of the personality disorders, who referred to the psychotherapy and counseling office of the first author of the article in Tehran province in 2019 & 2020, that a sample of 200 people was selected, by using the convenient sampling method, and they responded to the Millon Multiaxial Inventory-III (1994), the Emotional Self-Awareness Questionnaire by Grant et al., (2002) and the Defense Styles of Andrews et al. (1993). The correlation coefficients of research variables with the total score of personality disorders showed that emotional self-awareness is significantly negatively correlated with the overall score of personality disorder, and underdeveloped and neurotic defense mechanisms are significantly positively correlated with it. Also, the developed defense mechanisms are significantly mediating the relationship between personality disorders and emotional self-awareness, including schizoid, schizotypal, histrionic, borderline, narcissistic, dependent, obsessive-compulsive personality disorder, and the category of another personality disorders, and have a positive relationship with emotional self-awareness and a negative relationship with personality disorders. In other words, the less use of developed defense mechanisms leads to lower emotional self-awareness and greater grounds for the emergence of these personality disorders. The mediating role of neurotic defense mechanisms was significant in the two schizotypal and obsessive-compulsive personality disorders, and this defensive style had a positive relationship with personality disorder and a negative one with emotional self-awareness. The present study showed the relationship between a low level of emotional self-awareness and the emergence of personality disorders, as well as the relationship between the use of undeveloped and neurotic defense mechanisms and the emergence of personality disorders. Besides, it has shown that and the emergence of personality disorders can be explained based on the lack of emotional self-awareness, and defense mechanisms can be considered as mediating factors in this regard.

 Adolescents experience more positive and negative emotions and emotional fluctuations in comparison to children and adults, so emotion regulation is more important in these ages. In this regard, emotional awareness, as a component and prerequisite of adaptive emotional regulation, is defined as the ability to focus on emotions, understanding its type and source, distinguishing positive and negative emotions in oneself and others. The purpose of this study was comparing the effects of group therapy, based on interaction and psychodrama methods, on emotional awareness in adolescent girls with psychological distress.

The method of present study was an experimental research, a pretest-posttest design with control group. The participants of this study were consisted of 33 female students (aged 14-16) with psychological distress in academic year 2016-2017. They were selected by purposive sampling method and then randomly assigned into three equal groups. Intervention was conducted in 10 sessions of 2-hour group therapy, based on interaction and psychodrama, and participants were tested at baseline and post-treatment stages by two questionnaires, Kessler Psychological Distress (K-10) and Riffe Emotional Awareness (EAQ-30). The Data were analyzed using univariate and multivariate analysis of covariance ANCOVA and MANCOVAmethods.

Statistical analysis results showed that group therapy, based on interaction and psychodrama methods, had a significant effect on increasing emotional self-awareness (Eta=0.50), it’s components including differentiating emotions (Eta=0.25) and verbal sharing (Eta=0.42) and reducing psychological distress (Eta=0.33) in adolescents. In comparison only psychodrama was significantly effective on improving bodily awareness component (Eta=0.35). The finding generally showed that group therapy based on interaction and psychodrama methods in addition to helping adolescents’ psychological well-being is also effective in improving their emotional self-awareness.  

Group therapy as an effective and economic way of therapy can help to improve the emotional self-awareness, emotional regulation and psychological well-being. It can be used at different levels of prevention and treatment of various disorders in society’s different groups, especially adolescents.

Internet addiction is a phenomenon which damages the students’ social, communicative, cognitive, psychological and emotional processes of the students.  This study seeks to investigate whether cognitive-behavioral group therapy will improve emotional self-awareness and problem solving ability of students with internet addiction in secondary school.

The present study was conducted with the aim of investigating the effectiveness of group cognitive-behavioral therapy on emotional self-awareness and problem-solving skill of secondary high school students with internet addiction.

The research method was quasi-experimental with pretest, posttest, control group and 45-day follow-up. The statistical population included all secondary high school students with internet addiction who were 40 students owning the criteria of entering the study and were purposefully selected and randomly replaced into experimental and control groups. The applied instruments in the study included internet addiction questionnaire (Yang, 1996), emotional self-awareness questionnaire (Grant, et.al, 2002) and problem-solving questionnaire (Hepner, 1988). The experimental group received group cognitive-behavioral therapeutic intervention in nine ninety-minute sessions during two-and-a-half months once a week while the control group didn’t receive them. Then the students in both groups took the posttest. The follow-up stage was administered after 45 days. The data analysis of the study was done mixed ANOVA method.

The results showed that group cognitive-behavioral therapy has significant effect on emotional self-awareness and problem-solving skill of the students with internet addiction at the posttest and follow-up stages (p<0/001).

According to the findings of the present study it seems that through cognitive-behavioral therapy, emotional self-awareness and problem-solving skill of the students with internet addiction can be increased.

The purpose of this study was to compare self-regulation behavior, emotional self-awareness and decision making styles in women with and without generalized anxiety disorder. The present study was causal-comparative. The statistical population of this research included all women with generalized anxiety disorder who referred to clinical centers in Rasht in 2015. The sample consisted of 75 patients with generalized anxiety disorder, diagnosed by psychiatrist and 75 normal women that were chosen by convenience sampling. Data were collected, using the anxious thoughts inventory of Wells, self-regulation questionnaire of Brown, Miller and Lawendowski, emotional self-awareness scale of Bar-On and decision making styles questionnaire of Scott and Bruce. The results of multivariate analysis of variance (MANOVA) showed that the average scores of the self-regulation, rational and intuitive decision making styles and emotional self-awareness in peoples with generalized anxiety disorder were significantly lower than the peoples without generalized anxiety disorder. Also, the average scores of the avoidant and dependent decision making styles in peoples with generalized anxiety disorder were significantly more than the peoples without generalized anxiety disorder. But, in the average scores of spontaneous decision making styles were not no significantly difference between these two groups. This finding has important implications for pathology of generalized anxiety disorder. Accordingly, professionals can use from these results for the prevention and treatment of generalized anxiety disorder.

The present research aimed at investigating the effectiveness of training emotional self awareness on General Health (depression and stress) in Female high school students in Shahreza. This study was an experimental research in which 40 female high school students were selected according to the cluster random sampling. They were randomly assigned to an experimental and a control group. The experimental group received eight sessions of emotional self awareness training. Both groups were assessed by Goldberg General Health Questionnaire. The data were analyzed by SPSS. Results Analysis of covariance showed that there was statistically significant difference between experimental and control groups.

The research at hand aims at inquiring into the interconnection of the Emotional Self-awareness characteristics and Pulse controlling as mental characteristics bearing an aptitude of addiction so that pertinent proposals on the basis of the findings should be advanced for the preventive measures. The statistical society of the research comprised all the students of the middle-schools in the city of Zahedan. On the basis of a random selection, fifty Female-students and fifty male-students were picked up at certain stages. The instruments of this research are emotional self-awareness scales and the pulse-controlling from the emotional intelligence and addiction aptitude scale. The accumulated information for examining the interrelation among the changes were analyzed with the help of the Pearson Correlation Statistical method. The findings showed that there existed a meaningful negative (-0/399) relation between emotional self-awareness and the addiction aptitude. Similarly there also existed a meaningful negative (-0/582) relation between pulse-controlling and the addiction aptitude. Keeping in view the findings of this research showed that there existed a meaningful relation between emotional self-awareness and the pulse-controlling with addiction aptitude. One of the methods of resistance-building among the school-students and adolescents against the presence of danger-oriented elements including drug-abuse is the reinforcing of the emotional intelligence factors particularly emotional self-awareness and pulse-controlling.

The goal of this study was to consider the effectiveness of training emotional intelligence components (emotional self- awareness and impulse control) on negative effects of addiction to internet(compulsion use and social withdrawal). High school male students in district 3 of Tehran were statistical population of this research that 30 of them in “Development center of Iran Exports” selected randomly based on diagnostic tests of addiction to internet. Then, They were divided into control and experimental groups.The Experimental group received training for emotional self- awareness and impulse control. Because of research design(pre-test and post-test with control group), measuring tools for addiction to internet, Bar-on emotional intelligence, Kaplan’s Problematic Use of Internet(2002) were implemented at two times(before and after training). Gathered data were analyzed by descriptive and inferential statistics and covariance analysis methods. Results suggested that emotional self-awareness, impulse control and overall emotional intelligence significantly increased in experiment group after training. The rate of compulsion use of internet and social withdrawal for users that we trained, significantly decreased. The difference of these variables in control group were not statistically significant .