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Volume 23, Issue 141 (11-2024)
Journal of Psychological Science 2024, 23(141): 199-216 |
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Hafezi K, Akbarnataj N, Sadeghi J, Mohammadzade R. (2024). Comparison of the efficacy of empowering executive functions and teaching emotion regulation skills on academic anxiety in adolescents. Journal of Psychological Science. 23(141), 199-216. doi:10.52547/JPS.23.141.2243
URL: http://psychologicalscience.ir/article-1-2354-en.html
URL: http://psychologicalscience.ir/article-1-2354-en.html
Assistant Professor, Department of Educational Psychology, Babol Branch, Islamic Azad University, Babol, Iran , Akbarnataj@baboliau.ac.ir
Abstract: (727 Views)
Background: Academic anxiety in adolescents has been the subject of numerous research studies, and the effectiveness of various interventions and treatments has been examined so far. However, there has been no study to date that has specifically investigated the comparative effectiveness of enhancing executive functions and providing emotion regulation skills training in reducing academic anxiety among adolescent girls.
Aims: The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol.
Methods: The research employed a quasi-experimental design of pre-test and post-test with a non-equivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each.
Results: The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05).
Conclusion: The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning.
Aims: The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol.
Methods: The research employed a quasi-experimental design of pre-test and post-test with a non-equivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each.
Results: The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05).
Conclusion: The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning.
Type of Study: Research |
Subject:
Special
Received: 2024/02/23 | Accepted: 2024/04/27 | Published: 2024/11/21
Received: 2024/02/23 | Accepted: 2024/04/27 | Published: 2024/11/21
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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)