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Volume 24, Issue 154 (12-2025)
Journal of Psychological Science 2025, 24(154): 275-295 |
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Shahhosseini M, Talepasand S, Shakibarad A. (2025). A Comparison of The Effectiveness of Emotional Self-Regulation Training and Mindfulness on Parent-Child Interaction and Cognitive Flexibility of Mothers of Children With Mild Intellectual Disability. Journal of Psychological Science. 24(154), 275-295.
URL: http://psychologicalscience.ir/article-1-2980-en.html
URL: http://psychologicalscience.ir/article-1-2980-en.html
Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , stalepasand@semnan.ac.ir
Abstract: (144 Views)
Background: Having a child with special needs has a significant impact on their beliefs, thoughts, and feelings. To the extent that mothers of such children experience various emotions, including confusion, bitterness, denial, depression, hopelessness, and many other negative emotions, which in turn negatively affect their resilience and stubborn behavior, it is necessary to investigate effective strategies to strengthen cognitive adaptation and emotional relationships in order to improve the quality of life and reduce mothers' tensions.
Aims: The present study was conducted with the aim of comparing the effectiveness of emotional self-regulation and mindfulness training on parent-child interaction and cognitive flexibility in mothers with children with mild intellectual disability.
Methods: The research method was a quasi-experimental design with a pre-test-post-test design with a control group and a five-month follow-up of three groups. The statistical population of the study included all mothers of children with mild intellectual disability referred to exceptional schools in Semnan in the academic year 1403. Purposive sampling was used. There were 30 participants who were randomly assigned to three groups of 10 (two experimental groups and one control group). All of them completed the Cognitive Flexibility Questionnaire (Dennis & VanderWaal, 2010) and the Parent-Child Relationship Scale (Pianta, 1994). Repeated measures analysis of variance was used using SPSS22 statistical software.
Results: The findings showed that the effect of emotion regulation and mindfulness training on improving cognitive flexibility and parent-child interaction and their components was significant at post-test and follow-up. The interaction effect of time and group was significant for cognitive flexibility (p= 0.001, F= 635.66), closeness (p= 0.001, F= 883.59), attachment (p= 0.001, F= 756.36), conflict (p= 0.001, F= 428.25), and overall positive parent-child relationship (p= 0.001, F= 973.39).
Conclusion: The results of this study indicate that both emotion regulation and mindfulness interventions are effective in improving overall cognitive flexibility and parent-child interaction, but this effectiveness is limited at the level of specific components. These findings highlight the need to combine educational methods and target specific components in future studies.
Aims: The present study was conducted with the aim of comparing the effectiveness of emotional self-regulation and mindfulness training on parent-child interaction and cognitive flexibility in mothers with children with mild intellectual disability.
Methods: The research method was a quasi-experimental design with a pre-test-post-test design with a control group and a five-month follow-up of three groups. The statistical population of the study included all mothers of children with mild intellectual disability referred to exceptional schools in Semnan in the academic year 1403. Purposive sampling was used. There were 30 participants who were randomly assigned to three groups of 10 (two experimental groups and one control group). All of them completed the Cognitive Flexibility Questionnaire (Dennis & VanderWaal, 2010) and the Parent-Child Relationship Scale (Pianta, 1994). Repeated measures analysis of variance was used using SPSS22 statistical software.
Results: The findings showed that the effect of emotion regulation and mindfulness training on improving cognitive flexibility and parent-child interaction and their components was significant at post-test and follow-up. The interaction effect of time and group was significant for cognitive flexibility (p= 0.001, F= 635.66), closeness (p= 0.001, F= 883.59), attachment (p= 0.001, F= 756.36), conflict (p= 0.001, F= 428.25), and overall positive parent-child relationship (p= 0.001, F= 973.39).
Conclusion: The results of this study indicate that both emotion regulation and mindfulness interventions are effective in improving overall cognitive flexibility and parent-child interaction, but this effectiveness is limited at the level of specific components. These findings highlight the need to combine educational methods and target specific components in future studies.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)