mansour byramy; toraj hashemy; mojtaba ashory
Volume 7, Issue 27 , October 2017, , Pages 1-14
Abstract
Introduction: It is difficult if not impossible to achieve educational and goals with compromise emotional disturbances. Therefore, the present study aimed to investigate the effect of emotional regulation training on social adjustment and interpersonal sensitivity of students. Method: This is a semi-experimental ...
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Introduction: It is difficult if not impossible to achieve educational and goals with compromise emotional disturbances. Therefore, the present study aimed to investigate the effect of emotional regulation training on social adjustment and interpersonal sensitivity of students. Method: This is a semi-experimental study with pre-test-post-test with the experimental group and the control group. The statistical population consisted of all high school boys in Tabriz in the academic year of 1395-96. Multi-stage random sampling was used. Based on an interpersonal sensitivity questionnaire, 30 students were selected. They were randomly Assigned to experimental and control groups. Students of both groups responded to the social compatibility checklist for school students. The experimental group was subjected to an excitement training program for 12 sessions. Then, in the post-test, both groups responded to the questionnaires. Data were analyzed using multivariate and single-variable covariance analysis. Results: The results showed that emotional regulation training reduced the interpersonal sensitivity in the experimental group at post-test and stage. Also, the level of social adjustment in the experimental group in the post-test and stage increased and the comparison of the mean scores of the pre-test-post-test showed a significant difference. Conclusion: Considering that emotional regulation training can reduce interpersonal sensitivity and promote social adjustment of students, it is better to emphasize the emotional aspects of students in educational programs.