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

Hyperactivity disorder in children can increase emotional problems such as lack of emotional processing and emotional self-awareness. This study was conducted to determine the effectiveness of executive function training on emotional processing and self-awareness in hyperactive children.

The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all children aged 7 to 12 with hyperactivity disorder who had a file in Kerman City welfare in 2023. 30 people from the aforementioned community were selected as a sample using the available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. Baker et al.'s emotional processing questionnaires (2007) and Grant et al.'s (2001) emotional self-awareness questionnaires were used to collect information. The experimental group underwent executive function training for 10 sessions of 60 minutes and the control group did not receive any training. The research data was analyzed using correlation.

The mean ± standard deviation of the experimental group in the post-test in the variable of emotional processing from 6.17±21.45 to 7.54±39.66 and in the variable of emotional self-awareness from 5.58±66.47 to 89.5 83 ± 7.73 increased. The results showed that in the post-test phase, the average scores of emotional processing and self-awareness in the experimental group increased significantly compared to the control group (P<0.01).

Executive functions were effective in improving emotional processing and emotional self-awareness. Therefore, this type of training can be suggested to reduce the problems of children with hyperactivity disorder.

Menstrual pain syndrome appears as a clinical disease with the occurrence of physical and mental cycles unrelated to any natural disease during the five days before menstruation. This research was conducted with the aim of the effectiveness of treatment based on acceptance and commitment on emotional self-awareness, emotional dyslexia and pain intensity in girls suffering from menstrual pain.

The present study was a semi-experimental study with a pre-test-post-test design and a control group. The statistical population of the research was all female students in the second year of high school in Mashhad in the academic year of 2022-2023, who were selected by cluster sampling of 30 people and randomly placed in two experimental and control groups (15 people in each group). The experimental group received commitment and acceptance therapy during 8 sessions of 90 minutes, but the control group did not receive any intervention. The research tools were Riff's emotional self-awareness questionnaire (2008), Toronto's emotional dyslexia (1994) and menstrual pain intensity scale. The research data were analyzed by multivariate analysis of covariance test.

The findings showed that treatment based on acceptance and commitment has a significant effect on emotional self-awareness, emotional dyslexia and pain intensity in girls suffering from menstrual pain (p<0.05). In fact, treatment based on acceptance and commitment increases emotional self-awareness and reduces emotional ataxia and pain intensity in girls suffering from menstrual pain.

According to the findings, it can be concluded that the treatment based on acceptance and commitment teaches girls how to experience thoughts, feelings and emotions without judgment and emotional disturbance in the mind. This process, by helping the therapist to understand the physical feelings, the ability to recognize and separate emotions, leads to a reduction in the intensity of menstrual pain.

Nursing students are one of the potential forces ensure community health promotion and Hence the detection of predictive variables Creativity and enthusiasm are very important in their education. Accordingly, the purpose of this study was to investigate the relationship between emotional self-awareness and environmental support with creativity excitement and academic enthusiasm were among nursing students.

The study was designing as Canonical Correlatiois. Society statistical population included all nursing students of Ahvaz Islamic Azad University and samples The research consisted of 145 people who were  randomly sample selected were selected. Grant and emotional self-awareness questionnaires were used to collect data Associates (2002), Environmental Protection Lent et al. (2005), April Emotional Creativity And Thomas Knolls (1991) and the academic enthusiasm of Frederic et al. (2004) Became For data analysis, Pearson correlation and Canonical Correlatiois used.

The results showed that between emotional self-awareness and support an environment (first set) with emotional creativity and academic eagerness (second set) in nursing students has a meaningful relationship and the amount of Canonical Correlation (r=0/684). Also the strongest relationship is between the emotional self-awareness of the variables independent (b=0/912) and emotional creativity of the variables dependent (b=0/980).

In general, it is possible to teach emotional self-awareness techniques and create a suitable and supportive educational and family environment. It helped to foster emotional creativity and increase the academic enthusiasm of nursing students and in this way, he made a significant change in the health and treatment system of the society.

The present study was conducted with the purpose of developing a causal model of emotional self-awareness of mothers of elementary school students in Tehran based on attachment styles and perfectionism with the mediating role of self-efficacy.

The current research is one of structural equation studies. The statistical population of the research included all the mothers of primary school children who referred to the counseling centers of the link between education and training in Tehran province in 2021. Among these, the data of 331 people were collected and analyzed in the form of multi-stage cluster sampling. The research tools include self-representation and insight questionnaire (SRIS), (emotional self-awareness) (Grant et al., 2002), Collins and Reed (1996) Adult Attachment Styles Questionnaire (RAAS), Scherer General Self-Efficacy Questionnaire (1982) (GSES) and Hill et al.'s (2004) perfectionism questionnaire was (PI). Data were analyzed using SPSS26 and AMOS24 software. The fit indices indicate the good fit of the proposed model with the data.

The findings showed that secure attachment style (β=0.371) and self-efficacy (β=0.503) had a significant direct effect on emotional self-awareness, and insecure/avoidant attachment style (β=-0.611) had a significant effect on emotional self-awareness. It has a significant and opposite effect. Also, self-efficacy showed a significant mediating role in the relationship between secure attachment style (β=0.307), insecure/ambivalent attachment style (β=-0.193) and positive perfectionism (β=0.127) with emotional self-awareness. It did not show a significant mediating role in the relationship between negative perfectionism and emotional self-awareness.

Psychologists' attention to the role of these variables can play an effective and preventive role in improving the emotional self-awareness of mothers of primary school students.

Internet addiction is one of the effective factors in reducing academic and communication development in students. The aim of this study was to predict cyber victimization in high school high school intelligence students based on emotional self-awareness due to smartphone addiction.

The statistical population included all gifted students in Alborz province in the academic year 1399-1400. 253 people were selected by available sampling method and then answered the standard questionnaires of emotional self-awareness of Grant et al., Quan et al. Data were analyzed by path analysis method using Amos-23.

According to the findings, the direct relationship between emotional self-awareness and cyber victimization in gifted students is not significant (p <0.05), but the direct relationship between smartphone addiction and cyber victimization in gifted students is negative and significant. (P 01 0.01 and β = -0.29). Also, the direct relationship between emotional self-awareness and smartphone addiction in gifted students is negative and significant (p /0 0.01 and β = -0.15).Regarding the mediating role of smartphone addiction in the relationship between emotional self-awareness and cyber victim, they show that this path is significant (β = 0.09 p 01 0.01).

It can be said that there is a connection between emotional self-awareness and mobile phone addiction. As a result, smartphone addiction can be reduced by increasing students' emotional self-awareness and helping their academic growth.

Tendency to addiction in adolescents and not paying enough attention to it, can lead them to high-risk and addictive behaviors and leave irreparable harm. according to this the present study was conducted to investigate the effectiveness of mindfulness skills training on the impulsivity and emotional self-awareness in the adolescents with the addiction tendency.The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population included secondary high school students with addiction tendency in the academic year 2019-20. 30 adolescents were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15 adolescents). The experimental group received ten seventy-five-minute sessions of mindfulness skills training during two-and-a-half months. 2 students in the experimental group and 2 students in the control group quitted participating in the study after beginning the process. The applied questionnaires in this study included the questionnaire of addiction tendency (Mousavi et.al, 2008), impulsivity questionnaire (Barratt, et.al, 2004) and emotional self-awareness questionnaire (Grant et al, 2002). The data were analyzed through repeated measurement ANOVA and Bonferroni follow-up test.The results showed that the mindfulness skills training had significant effect on the impulsivity and emotional self-awareness of the adolescents with the addiction tendency (p<0.001) and succeeded in decreasing impulsivity and increasing Emotional self-awareness in these adolescents.

Instant and easy access to smartphones and the internet has become the cause of addiction. Mobile phone addiction has a negative effect on the quality of the relationship between parents and children. The aim of this study was to compare and test the causal relationship model of social well-being, emotional self-awareness with parents due to smartphone addiction in high-intelligence students.

The statistical population included all high-intelligence students of Alborz province, who volunteered to enter the university in the academic year 2020-2021. 372 people were selected by convenience sampling method through online call and answered online to Social Welfare Questionnaire, Smartphone Addiction Questionnaire (SPAQ), Emotion Awareness Questionnaire (EAQ), and Child-Parent Relationship Scale (CPRS).

There was a direct relationship between social welfare and smartphone addiction in high-intelligence students.. Furthermore, the findings showed that there was a negative and significant relationship between social welfare and smartphone addiction in high-intelligence students (p <0.01 and β = -0.29). There was a direct relationship between emotional self-awareness and smartphone addiction in high-intelligence students. There is a negative and significant relationship between emotional self-awareness and smartphone addiction in high-intelligence students. (p <0.01 and β = -0.15). According to the findings, the direct relationship between the quality of the relationship with parents and smartphone addiction in high-intelligence students was negative and significant (p <0.01 and β = -0.13).

Smartphone addiction can be reduced by improving the quality of social welfare and emotional self-awareness and increasing the quality of the relationship between high-intelligence students and their parents.

Patients with generalized anxiety disorder are so involved with possible future concerns that they can hardly live in the present and experience what is happening. The purpose of this study was to investigate the effectiveness of cognitive therapy based on mind-awareness on emotional self-awareness and meta-cognitive beliefs in adolescents with general anxiety disorder.

The present study was a semi-experimental design with pretest and posttest design with control group. The statistical population of the study consisted of all adolescents with general anxiety disorder diagnosis in the city of Tehran in 1397- 1397, and 30 of them were selected through targeted sampling and were assigned to two groups of 15 experimental and control groups. The subjects of the mind-cognitive-based cognitive therapy group received a 120-minute session per week for 8 sessions. The research data were collected before and after the intervention and immediately after the end of the sessions by EQI questionnaire and metacognitive beliefs questionnaire (MCQ-3). Using descriptive statistics (mean and standard deviations) and inferential (Multivariate covariance analysis) and analyzed by SPSS v.23 software.

The results of this study showed that the effect of cognitive therapy based on mind-awareness on emotional self-awareness and meta-cognitive components of adolescents with general anxiety disorder was statistically significant (P <0.001).

Based on the results of this study, in addition to the statistical significance, the importance of cognitive therapy based on mind-awareness of increasing emotional self-awareness and reducing the severity of metacognitive beliefs in adolescents with anxiety disorder can be emphasized and used as an effective method.

Personality Disorders (PDs) have been among the most complex psychological conditions in recent years. A prominent feature of these disorders is a significant lack of self–awareness; this population lacks adequate insight into their problem. Therefore, they rarely attempt to treat their personality disorder. To pay attention to the lack of self–awareness in patients with a PD, the lack of emotional self–awareness is the fundamental part of self–awareness, and concurrently, it is the cornerstone of emotional intelligence. Emotional self–awareness is a fundamental issue that seems to be severely impaired in individuals with PD. Evidence also suggests the lack of self–compassion in individuals with PDs. Therefore, the present study aimed to investigate the possibility of predicting PDs using emotional self–awareness and self–compassion.

This was descriptive–correlational research. The statistical population included individuals with PD who were referred to one of the psychological services centers in Tehran City, Iran, in 2019 and 2020. Accordingly, a sample of 200 subjects was selected by the convenience sampling method. We examined clients in terms of PDs by completing the Millon Clinical Multi–Axial Inventory–III (MCMI–III; Millon, 1994). According to the inclusion and exclusion criteria of the study, we selected those with a great understanding of the inventory items and more accurate responses to them. Besides, we excluded those who answered the first questionnaire in an exaggerated way to diagnose PDs. After completing the first questionnaire, the study participants completed the Self–Reflection and Insight scale (Grant et al., 2002) to measure emotional self–awareness as well as the self–compassion scale (Neff, 2003) to measure self–compassion. We employed descriptive statistics, including mean and standard deviation to analyze the collected data. Furthermore, the Kolmogorov–Smirnov test was applied to evaluate the data normality. Moreover, the obtained data were analyzed by the Pearson correlation coefficient and multiple linear regression in SPSS at the significance level of 0.05.

 We measured the Pearson correlation coefficients between emotional self–awareness and schizoid PD (r=–0.290, p<0.001), paranoid PD (r=–0.233, p<0.001), schizotypal PD (r=–0.246, p<0.001), histrionic PD (r=0.214, p<0.001), borderline PD (r=–0.252, p<0.001), narcissistic PD (r=0.154, p<0.001), antisocial PD (r=–0.306, p<0.001), dependent PD (r=–0.306, p<0.001), avoidant PD (r=–0.180, p<0.001), obsessive–compulsive PD (r=0.308, p<0.001), and a group of other PDs (r=–0.307, p<0.001). Furthermore, we measured the Pearson correlation coefficient between self–compassion and schizoid PD (r=–0.217, p<0.001), paranoid PD (r=–0.235, p<0.001), schizotypal PD (r=–0.446, p<0.001), histrionic PD (r=0.204, p<0.001), borderline PD (r=–0.438, p<0.001), narcissistic PD (r=0.349, p<0.001), antisocial PD (r=–0.201, p<0.001), dependent PD (r=–0.452, p<0.001), avoidant PD (r=–0.275, p<0.001), obsessive–compulsive PD (r=0.437, p<0.001), and a group of other PDs (r=–0.576, p<0.001). The regression analysis results also indicated that emotional self–awareness and self–compassion could together predict schizoid PD (emotional self–awareness (p=0.007); self–compassion (p=0.014)), histrionic PD [emotional self–awareness (p=0.010); self–compassion (p=0.011)], and obsessive–compulsive PD [emotional self–awareness (p=0.026)]; self–compassion (p=0.005); and self–compassion could alone predict schizotypal PD (p=0.006), borderline PD (p=0.022), and other PD groups (p<0.001). Therefore, emotional self–awareness and self–compassion could together predict the scores of schizoid, histrionic, and obsessive–compulsive PDs. Furthermore, self–compassion could predict the scores of schizotypal and borderline PDs and a group of other PDs. More precisely, the highest adjR2 was related to the group of other PDs (0.348) and the lowest adjR2 belonged to paranoid PD (0.071). The highest effect of emotional self–awareness was on schizoid PD (β=–1.971, p=0.007) and the lowest effect of emotional self–awareness was on obsessive–compulsive PD (β=0.822, p=0.026). The highest effect of self–compassion concerned the group of other PDs (β=–1.016, p=0.001), and the lowest effect of self–compassion was on borderline PD (β=–0.807, p=0.022). The highest impact was the interaction effect of emotional self–awareness and self–compassion on histrionic PD (β=–1.374, p=0.027), and the lowest influence was the interaction effect of emotional self–awareness and self–compassion on schizoid PD (β=1.301, p=0.034).

Low levels of emotional self–awareness and self–compassion together can generate schizoid PD. This association is inverse for the histrionic and obsessive–compulsive PDs, i.e., due to inaccurate response to the questionnaires and the desire to present themselves as perfect. Furthermore, a low level of self–compassion can be a basis for schizotypal and borderline as well as a group of other PDs; thus, we can predict the scores of these PDs on this basis.