جستجوی مقالات مرتبط با کلیدواژه "emotional expressiveness" در نشریات گروه "علوم تربیتی"

The purpose of this research was to investigate The effectiveness of emotion regulation training on distress tolerance and emotional expressiveness of students with intermittent explosive disorder. The research method was semi-experimental with a pre-test-post-test and follow-up design with a control group. The statistical population of the research included all teenagers aged 12-18 years old with intermittent explosive disorder in 2024 who were studying in Tehran schools. The sample size includes 30 people (15 people in the experimental group and 15 people in the control group) from the statistical population were selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the emotion regulation training was implemented, while the control group remained on the waiting list. The research tools included Intermittent Explosive Disorder Questionnaire (Coccaro et al., 2017), Disturbance Tolerance Scal (Simons & Gaher, 2005) and Emotion Expression Scale (Penza-Clyve & Zeman, 2002). The data were analyzed using the analysis of variance with repeated measurements and SPSS-27 software. The results showed that the emotion regulation training had a significant effect on distress tolerance and emotional expressiveness in the post-test and follow-up stages. The findings of this research provide useful information regarding the emotion regulation training and psychologists and psychiatrists can use this intervention to improve the distress tolerance and emotional expressiveness of students with intermittent explosive disorder.

Generalized anxiety disorder leads to a decrease in mental health and quality of life for people. Therefore the aim of this study was to investigate the relationship between emotional expressiveness and experiential avoidance with the mediation of social competence in students with generalized anxiety disorder in Mashhad.

The present study was a descriptive correlation in terms of applied purpose and data collection method. The statistical population of the research consisted of all the first and second grade high School students of Mashhad who were studying in 2022-2023. 210 students with symptoms of generalized anxiety were selected by cluster sampling method. To collect data, the generalized anxiety questionnaire of Spitzer et al (2006), Emotional Expressiveness questionnaire of King & Emmons (1990), Acceptance and Action Questionnaire (AAQ-II) of Bond et al (2011), and Social adequacy questionnaire of Felner et al (1990) were used. Data were analyzed using structural equation modeling analysis by SPSS 24 and Lisrel 8.8 software.

Based on the obtained results, the direct effect of positive emotion, intimacy and social adequacy variables on experiential avoidance is negative and significant and the direct effect of negative emotion expression variable on experiential avoidance is positive and significant (P<0/01). In addition to the direct effect, positive emotion, intimacy and negative emotion expression had an indirect effect on experiential avoidance through social adequacy. (P<0/01). Therefore, it can be said that the considered model had a good fit, in other words, social adequacy has a mediating role in the relationship between emotional expression and experiential avoidance in general anxiety disorder.