Volume 21, Issue 69 (8-2020)
Zanko J Med Sci 2020, 21(69): 24-34 |
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motevalizadeh T, ebrahimbabaie F, ghazanfari F. The Effect of Gross Process Model-based Emotion Regulation Training on Aggression and Depression in First Grade High school Students in Tehran. Zanko J Med Sci 2020; 21 (69) :24-34
URL: http://zanko.muk.ac.ir/article-1-502-en.html
URL: http://zanko.muk.ac.ir/article-1-502-en.html
Abstract: (1936 Views)
Background and Aims: The purpose of this study was to investigate the effect of Gross process model-based emotion regulation training on aggression and depression in high school high school male students in Tehran.
Material and Method: The method of the present study was quasi-experimental with pretest-posttest design. The study population was consisted of all high school male students in Tehran in the second half of 1397. We randomly selected 40 individuals whose scores were higher than the cut-off scores of aggression and depression questionnaires. Samples were selected by stratified random sampling. To each of the control and experimental groups, 20 patients were randomly assigned. First, the aggression and depression questionnaires were administered as a pretest; then the experimental group received the emotion regulation training, but the control group did not receive any training. Finally, all subjects answered the questionnaires as posttest. Data were analyzed using covariance analysis and SPSS-21 software.
Results: Results of analysis of covariance showed that, after adjusting for pretest scores mean scores of aggression and its subscales, including verbal aggression, physical aggression, anger, and violence were significantly lower in the emotion regulation training group (p<0.05). Also in the emotion regulation training group, the mean score of depression was significantly lower than the control group (p<0.05).
Conclusion: Emotion regulation training can reduce negative emotions and make people aware of their emotions and make them accept and express their emotions in a timely manner. this in turn increases the mechanism of positive adjustment in high school students..
Material and Method: The method of the present study was quasi-experimental with pretest-posttest design. The study population was consisted of all high school male students in Tehran in the second half of 1397. We randomly selected 40 individuals whose scores were higher than the cut-off scores of aggression and depression questionnaires. Samples were selected by stratified random sampling. To each of the control and experimental groups, 20 patients were randomly assigned. First, the aggression and depression questionnaires were administered as a pretest; then the experimental group received the emotion regulation training, but the control group did not receive any training. Finally, all subjects answered the questionnaires as posttest. Data were analyzed using covariance analysis and SPSS-21 software.
Results: Results of analysis of covariance showed that, after adjusting for pretest scores mean scores of aggression and its subscales, including verbal aggression, physical aggression, anger, and violence were significantly lower in the emotion regulation training group (p<0.05). Also in the emotion regulation training group, the mean score of depression was significantly lower than the control group (p<0.05).
Conclusion: Emotion regulation training can reduce negative emotions and make people aware of their emotions and make them accept and express their emotions in a timely manner. this in turn increases the mechanism of positive adjustment in high school students..
Type of Study: Research |
Subject:
Special
Received: 2020/03/7 | Accepted: 2020/05/3 | ePublished: 2020/08/31
Received: 2020/03/7 | Accepted: 2020/05/3 | ePublished: 2020/08/31
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