Emotion Regulation In Students Research Articles

Pengaruh Intensitas Penggunaan Smartphone Terhadap Regulasi Emosi Pada Mahasiswa

The intensity of smartphone use among students is increasing rapidly, making students feel afraid of being left behind if they don't use it. The intensity of using smartphones can have an impact on emotional regulation in students. With unstable emotional changes, students need the ability to regulate emotions. Aldao, Sheppes, & Gross, (2015) state that emotion regulation strategies are very important for making adjustments. In this case, students must make adjustments from using smartphones. In this situation, the ability of emotion regulation strategies In this situation, the ability of emotion regulation strategies can help students overcome the problems they face (Wilson, Barnes-Holmes, & Barnes-Holmes, 2014). This study aims to determine the effect of intensity of smartphone use on emotional regulation in students using quantitative containing scale items Intensity of smartphone use (MPIQ Scale), Self-regulation (YAPS), Self-regulation (ERQ), data analysis used in this study is Pearson Correlation with the help of JASP. This research uses a quantitative approach, survey method. The results showed that the intensity of smartphone use has a direct positive effect on emotional regulation in students. Self-regulation has a direct positive effect on emotions in students. Self-regulation has a positive directeffect on emotion regulation in college students. The results showed that the intensity of smartphone use has a direct positive effect on emotional regulation in students. Self-regulation has a direct positive effect on emotions in college students. Self-regulation has a direct positive effect on the intensity of smartphone use.

Refugee school consultation effects on teacher self-efficacy, self-care, and peer consultation skills.

Guided by a participatory culture-specific consultation model, this study contributes to an understanding of the effectiveness of school consultation with teachers of refugee students. The goal of the present study was to determine the impact of an individual consultation intervention with refugee teachers on their self-efficacy and self-care, in addition to their peer consultation skills. The participants were 109 teachers at refugee schools in Malaysia, most of whom were refugees (91% refugees; 73% female). Of the 109 participants, 84 teachers were coconsultants with psychology graduate students; all 109 were individual consultees. The study used a two-timepoint design with the outcomes of self-reported teacher self-care; teacher self-efficacy in the management of refugee student emotion regulation and emotional engagement; and consultation skills. Additionally, consultee-reported goal attainment, consultation effectiveness, and satisfaction were collected. The findings suggested significant latent growth from baseline to post-intervention in refugee teacher self-care and self-efficacy in the management of student emotion regulation and emotional engagement in addition to the growth of their consultation skills. The effect sizes were large for latent growth of teacher self-efficacy in promoting student emotion regulation, behavior, and emotional engagement (d = 1.19, 1.01, 1.02); the effect size for self-care was medium (d = .62). Growth was not dependent on dosage, age, gender, or consultee education, with the exception of teacher self-efficacy in management of emotional engagement which was dependent on dosage. After the intervention, the consultees reported that they completed their consultation goals at a higher level than expected, were satisfied with the consultation, and found the consultants to be helpful. The discussion situates the findings in relevant theory, research, and the culture-specific context. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effects of Emotionally Focused Therapy on Emotional Autonomy and Emotion Regulation of Students with Depression Symptoms

Background: Social anxiety disorder, lack of emotional autonomy, and depression can all negatively affect the abilities and, ultimately, the fate of adolescents. Objectives: The present study aimed to investigate the effects of emotionally focused therapy (EFT) on the emotional autonomy and emotion regulation of students with depression symptoms. Methods: This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included all high school students with depression symptoms in Ahvaz, (Iran) in the academic year 2022–2023. The purposive sampling technique was employed to select 30 students with depression symptoms. They were then randomly assigned to an experimental group (n = 15) and a control group (n = 15). Participants in the experimental group attended ten 45-minute sessions of EFT once a week, whereas those in the control group were placed on a waiting list. The research instruments included the Emotional Autonomy Scale (EAS) and Emotion Regulation Questionnaire (ERQ). The obtained data were entered into the SPSS v23. The repeated measures analysis of variance (ANOVA) was then used to analyze the research data. A P-value of less than 0.05 was considered significant. Results: The mean ± SD of emotional autonomy, reappraisal, and suppression was 24.60 ± 3.96, 21.53 ± 2.99, and 18.93 ± 2.21 on the pretest, whereas it was 31.53 ± 4.30, 29.60 ± 2.47, and 12.00±2.00 on the posttest. According to the results, EFT enhanced emotional autonomy and improved emotion regulation strategies (i.e., reappraisal and suppression) in students with depression symptoms (P < 0.001). Conclusions: In conclusion, EFT managed to improve emotional autonomy and emotion regulation strategies in students with depression symptoms. EFT can be recommended as an effective intervention to improve emotion regulation in students with depression symptoms.

Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

Objective: Disruptive mood dysregulation disorder (DMDD), classified under depressive disorders, leads to functional impairments across various domains and a reduction in mental health during adulthood. The current study aimed to compare the effectiveness of unified transdiagnostic therapy and reality therapy on social information processing and emotion regulation among students with disruptive mood dysregulation disorder. Methods and Materials: The research employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, including a control group. The sample consisted of all 8 to 11-year-old boys diagnosed with DMDD in Isfahan, along with their mothers, who visited the Superior Counseling Center and the Child and Adolescent Home affiliated with the Isfahan Municipal Cultural, Social, and Sports Organization in Spring 2022. Forty-five participants were selected through purposive sampling and then randomly assigned into three groups of fifteen (two experimental and one control group). Research Tools: The research instruments included the Disruptive Mood Dysregulation Diagnostic Scale – Parent Form (DMDDS) (Shahmohammadi et al., 2021), Social Stories (Turkospa & Bryan, 1994), and the Cognitive Emotion Regulation Questionnaire (Garnefski, 2007). The experimental groups received separate interventions (unified transdiagnostic therapy and reality therapy), each consisting of ten 60-minute sessions for the students and thirty-minute sessions for the parents, while the control group received no intervention. Data Analysis: The data were analyzed using SPSS version 23 and repeated measures analysis of variance. Findings: The results indicated that both unified transdiagnostic therapy and reality therapy significantly improved social information processing and both positive and negative emotion regulation in students with DMDD at post-test (p < .01), and these effects were maintained at follow-up (p < .001). No significant difference was found between the two therapeutic methods in this regard. Only the goal clarification aspect of unified transdiagnostic therapy was effective at post-test, showing greater efficacy than reality therapy, though the effectiveness of both therapies was not significant at follow-up. Conclusion: Given the effectiveness of unified transdiagnostic therapy and reality therapy on social information processing and emotion regulation in students with disruptive mood dysregulation disorder, both therapies can be utilized in clinics and specialized counseling centers to improve outcomes for students with this disorder.

Comparison the Effectiveness of Dialectical Behavior Therapy and Transactional Behavior Analysis on the Cognitive Emotion Regulation of Students with Social Anxiety

Comparison the Effectiveness of Dialectical Behavior Therapy and Transactional Behavior Analysis on the Cognitive Emotion Regulation of Students with Social Anxiety

Digital Learning and Self-Regulation in Students with Special Educational Needs: A Systematic Review of Current Research and Future Directions

Self-regulation plays a crucial role in the overall well-being of students, including those with learning disabilities (LD) and social, emotional, and behavioral disorders (SEBD). Conceptually, digital learning offers great potential for supporting students with special educational needs (SEN) in learning and social-emotional development at inclusive schools and can effectively promote self-regulation processes. This systematic review aims to shed light on the potential of digital learning to promote the self-regulation of students with SEN in inclusive contexts. A systematic literature search was conducted on selected databases. Seven studies met the inclusion criteria and were analyzed regarding the empirical evidence, characteristics of digital learning methods, and factors influencing their effectiveness. The results showed that digital learning methods can foster improvements in academic outcomes, e.g., students’ persuasive writing skills, and in enhancing emotion regulation in students. The effectiveness of the digital learning methods depends mostly on their implementation by teachers.

Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Pathological Worry and Difficulty in Emotion Regulation in Students With Depression Symptoms

Background: High school students may experience stress, worry, anxiety, educational problems, and psychological damage because of high workload, expansive cognitive assignments, and being in a competitive space regarding their assignments and the university entrance exam. The present study aims to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on pathological worry and difficulty in emotion regulation in students with depression symptoms in Dehloran City, Iran. Methods: This was a quasi-experimental study based on a pretest-posttest design with a control group. The statistical population comprised all 12-grade female students studying for the university entrance exam in the academic year of 2020-2021 in Dehloran City, Iran. A total of 45 students were selected through convenience sampling and randomly divided into MBSR, DBT, and control groups. The research instruments included the difficulties in emotion regulation scale, Penn State worry questionnaire, and Beck depression inventory-II. The data were analyzed via descriptive statistics and multivariate analysis of covariance. Results: The Mean±SD of the pathological worry for MBSR, DBT, and control groups in the posttest phase were 33.67±3.69, 31.00±3.87, and 37.78±3.96, respectively. Moreover, the Mean±SD of the difficulty in emotion regulation in the posttest phase for MBSR, DBT, and control groups were 62.00±6.18, 61.60±6.95, and 72.20±6.84, respectively. The results indicated that the differences between MBSR and DBT groups with the control group were significant in terms of the scores for pathological worry and difficulty in emotion regulation of the university entrance exam applicants with depression symptoms in the posttest stage (P<0.001). Conclusion: MBSR and DBT can be recommended to school counselors as effective interventions to improve emotion regulation and pathological worry in university entrance exam applicants with depression symptoms.

An Academic Achievement Model for Students with Post-Traumatic Stress Disorder (Kermanshah Earthquake) based on Cognitive Ability and Difficulty in Emotion Regulation

Introduction: Academic achievement is one of the main concerns of the educational system of any country, and as a result, any factor that is effective in reducing or increasing its quantity and quality is considered and emphasized by researchers. Psychological damage and stressful accidents have effects on academic achievement. This study aimed to develop a model of structural equations for academic achievement of students with post-traumatic stress disorder (PSTD) (Kermanshah earthquake) based on cognitive ability; moreover, it was attempted to investigate the mediating role of difficulty in emotion regulation in this regard. Methods: This descriptive-correlational study was conducted based on a quantitative and applied research method. The statistical population of the present study includes all students with PSTD in Sarpol Zahab, Kermanshah Province, Iran, in the academic year of 2018-19. In total, 48 cases were selected using the available sampling method. The data were collected using the Capita’s Log software, Emotion Regulation Questionnaire, and final grades of Persian literature and mathematics courses. Data analysis was performed employing the structural equation modeling (SEM) and Smart PLS software. Findings: The results of this study in the form of a structural model showed that all t-coefficients among the three main constructs were higher than 1.96, which indicates the existence of significant relationships among research variables. In other words, cognitive ability has a direct and significant relationship with the academic achievement of students with PSTD. Moreover, there is a negative relationship between cognitive ability and difficulty in emotion regulation. Conclusion: The results of the present study revealed the direct and significant effect of cognitive ability on the academic achievement of students with PSTD. In addition, an indirect effect of cognitive ability was observed on the academic achievement of these students with a mediating role of difficulty in emotion regulation. The findings of the present study indicate that the improvement of the cognitive ability, as well as the enhancement of the skills related to emotion regulation in students with PSTD, leads to improved academic achievement.

Structural equation modeling of eating attitude based on self-differentiation with the mediation of emotion regulation difficulty in college students

Background and Aim: Today, eating disorders are one of the most common mental disorders that cause many problems in physical health, mental functioning, and quality of life. This research was conducted with the aim of modeling structural equations of eating attitude based on self-differentiation with the mediation of emotion regulation difficulty in students of Islamic Azad University, Zanjan branch. Method: The method of conducting the research was correlational using the SEM structural equation modeling method and the statistical population of this research included all undergraduate students in the number of 4730 people. 399 people were selected by cluster sampling method. The research tools included Garner and Garfinkel's (1979) eating attitude test, Drake, Murdock, Marszalek and Barber's (2015) short form of differentiation inventory and Gratz and Roemer's (2004) emotion regulation difficulty scale. To collect data, descriptive and inferential statistics and structural equations were used using SPSS26 and AMOS24 software. Bootstrap method was used in MACRO program to analyze mediating relationships. Results: The findings showed that the relationship between the structural models of eating attitude based on self-differentiation with the mediation of students' emotion regulation difficulty has a good fit. Differentiation relationship with negative and inverse eating attitude (β=0.33; P<0.001), the relationship of emotion regulation difficulty with direct and positive eating attitude has been estimated (β=0.23; P=0.010). Conclusion: The findings of this study emphasize the effective role of differentiation and emotion regulation in students' eating disorder attitude. Therefore, the necessary training to regulate and control emotions should be done in this important segment of the society, in order to prevent the complications and consequences of disordered eating attitude, which is eating disorders.

On the Role of EFL/ESL Teachers' Emotion Regulation in Students' Academic Engagement.

Considering the pivotal role of students' academic engagement in their success, discovering the intrinsic and extrinsic factors that inspire students to engage in class activities seems crucial. Notwithstanding, only a few empirical studies have been devoted to teachers' personal factors such as emotion regulation and their predictive function. Further, to our knowledge, no theoretical or systematic review study has been conducted on the association between teacher emotion regulation and student academic engagement. The current review study seeks to fill these lacunas by illustrating English as a foreign language (EFL) or English as a second language (ESL) teachers' emotion regulation and its' capability to enhance students' academic engagement. Using the existing evidence, the power of ESL/EFL teachers' emotion regulation in predicting their pupils' academic engagement was proved. The findings' educational implications are further discussed.

Prediction of Insufficient Self-Discipline Schema Based on Achievement Motivation, The Meaning in Life and Difficulties in Emotion Regulation in Students

The aim of this study was to predict insufficient self-discipline maladaptive schema based on achievement motivation, the meaning in life, and difficulties in emotion regulation in students. The Method of present research was descriptive-correlation. The statistical population included students studying at the Islamic Azad University of Qom, of which 368 individuals were selected as the sample by random cluster sampling. Data were collected using Young, Klosko, & Weishaar (2001) Schema questionnaire, Hermans (1970) Achievement Motivation questionnaire, Steger, Frazier, Oishi, & Kaler (2006) Meaning in Life questionnaire, Gratz & Roemer (2004) Difficulties in Emotion Regulation Scale, and then were analyzed using multiple Regression and Pearson correlation coefficient. The results indicated a negative and significant relationship between achievement motivation, and existence of meaning and search for meaning in life subscales with insufficient self-discipline maladaptive schema (P <0.05). Also, rejection of emotional responses, difficulty in performing targeted behavior, difficulty in controlling impulse, lack of emotional awareness and limited access to emotion regulation strategies subscales had a positive and significant relationship with insufficient self-discipline maladaptive schema (p <0.05). Findings generally suggested that poor motivation to Achievement, lack of proper meaning in life, and having difficulty in regulating emotions can cause insufficient self-discipline maladaptive schema to persist in individuals.

Analisis Peran Regulasi Emosi Mahasiswa terhadap Kebijakan School From Home Di Masa Pandemi Covid 19

The school from home policy is formulated by the government in an emergency. The policy issued aims to resolve the spread of Covid 19, a policy issued without considering the response of policy implementers or from parties affected by the policy, in this policy the parties affected as policy targets are stakeholders in the field of education, They are lecturers, teachers, students and students, including parents. However, not students who implement the school from home policy complain about the learning process they receive, because there are so many problems that arise in the process of implementing the policy. So that what students or students need most in a situation like this is emotional regulation skills. Emotional regulation is needed so that students can remain calm even though they have difficulties in life. The purpose of this study was to analyze the role of student emotion regulation on government policy school from home during the Covid 19 pandemic. The method used is the literature method. The result of the research is that emotional regulation is very important for students to be able to face problems in the learning process that is carried out from home. The important role of emotional regulation in the school from home policy is (1) Emotional regulation can reduce student stress levels because they face learning problems from home and (2) emotional regulation can build student resilience so that students are able to rise and survive in a covid 19 pandemic situation. Keywords : Emotion Regulation, Public Policy, School From Home, Covid 19

Effectiveness of Parent Management Training (PMT) on Reducing Bullying and Improving Cognitive Emotion Regulation in Students

Effectiveness of Parent Management Training (PMT) on Reducing Bullying and Improving Cognitive Emotion Regulation in Students

The Effect of Acceptance and Commitment Therapy (ACT) on Increasing the Self-Compassion, Distress Tolerance, and Emotion Regulation in Students with Social Anxiety Disorder

The Effect of Acceptance and Commitment Therapy (ACT) on Increasing the Self-Compassion, Distress Tolerance, and Emotion Regulation in Students with Social Anxiety Disorder

Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation

Educational attainment is one lever that can increase opportunity for economically disadvantaged families-especially in Science, Technology, Engineering, and Math (STEM). Unfortunately, students from lower-income backgrounds often perform poorly and fail high school STEM courses, which are a necessary step in pursuing fast-growing and lucrative STEM careers, graduating high school, and matriculating to college. We reasoned that, because high school STEM courses often use high-stakes tests to gauge performance, and such tests can be especially stressful for lower-income students, interventions that help students regulate their negative emotions during tests should reduce the achievement gap between higher- and lower-income students. In a large-scale (n = 1,175) field experiment conducted in ninth grade science classrooms, students were asked to complete a control exercise, or they were given the opportunity to complete an exercise to help them regulate their worries and reinterpret their anxious arousal before their tests. We found significant benefits of emotion regulation activities for lower-income students in terms of their science examination scores, science course passing rate, and students' attitudes toward examination stress, suggesting that students' emotions are one factor that impacts performance. For example, 39% of lower-income students failed the course in the control group compared with only 18% of students failing the course if they participated in the emotion regulation interventions-a reduction in course failure rate by half. Our work underscores the crucial importance of targeting students' emotions during impactful points in their academic trajectories for improving STEM preparedness and enhancing overall academic success.

The Efficacy of Psychodrama Training Program on Emotion Regulation in Students with Dyslexia

The Efficacy of Psychodrama Training Program on Emotion Regulation in Students with Dyslexia

Effectiveness of a School-Based Yoga Program on Adolescent Mental Health and School Performance: Findings from a Randomized Controlled Trial

The purpose of this study was to assess the effectiveness of a yoga-based social-emotional wellness promotion program, Transformative Life Skills (TLS), on indicators of adolescent emotional distress, prosocial behavior, and school functioning. Participants included 159 students attending an inner-city school district who were randomly assigned to treatment or business-as-usual comparison conditions. Results suggested that students who participated in the TLS program demonstrated significant reductions on unexcused absences, detentions, and increases in school engagement. Significant concurrent improvements in primary engagement stress-coping strategies and secondary engagement stress-coping strategies were noted as well. Specifically, significant increases in student emotion regulation, positive thinking, and cognitive restructuring in response to stress were found. No effects were found for measures of somatization, suspensions, academic grades, or general affect. Student report of treatment acceptability indicated that the intervention was generally well-received and strategies were perceived as socially valid by most participants. Implications and directions for future research are discussed.

Strategies of Emotion Regulation in Students - Future Human Relations Professionals

In the presented study, selected emotion regulation (ER) strategies were designed in accordance with Gross and Thompson’s model. Students of primary education (n = 116), social pedagogy (n = 72) and preschool education (n = 54) - future human relations professionals - assessed the frequency of the use and efficiency of these ER strategies. Students use various ER strategies, the most frequent and efficient being physical activation and social support, and the least frequent and efficient being substance use. Correlations between the use and efficiency of ER strategies within the groups of students are mostly moderately high or high. There are only a few differences between the student groups in terms of perception of the use and efficiency of ER strategies.

The Effects of Mindfulness-Based Cognitive Therapy on Emotion Regulation of Students

본 연구는 마음챙김에 기초한 인지치료(Mindfulness-Based Cognitive Therapy: MBCT)가 일반 대학생의 정서조절 능력의 향상에 미치는 효과를 검증하기 위한 목적으로 실시되었다. MBCT의 우울증 재발방지에 대한 이론을 우울, 불안, 분노에 대한 인지치료의 이론으로 수정 보완 한 후, 19명의 MBCT 집단과 20명의 통제집단의 효과를 비교하였다. 그 결과 MBCT 집단은 통제집단에 비하여 마음챙김의 주의집중과 비판단적 수용이 향상되었으며, 우울과 불안이 감소하였고 정서지능이 증가하였다. 또 이 변화는 4주 후의 추수 기간에도 유지되는 것으로 나타났다. MBCT 집단의 회기 내 변화를 시각적 검사를 통하여 살펴 본 결과, 마음챙김의 주의집중과 정서지능, 그리고 우울 및 불안은 2회기 이후 매 회기가 진행되면서 향상되기 시작하였으며, 마음챙김의 수용은 6회기 이후 향상되는 것으로 나타났다. 이 결과는 MBCT가 일반 대학생의 정서조절 능력에 긍정적인 효과가 있음을 보여주고 있으며, 다양한 대상과 심리장애의 치료에 적용될 수 있다는 것을 시사해 주고 있다. 마음챙김의 주의집중과 비판단적 수용, 그리고 마음챙김 요소를 인지치료 이론으로 설명하는 것이 정서조절의 향상에 대한 MBCT의 치료적 기제로써 논의 되었다.