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Showing 2 results for Brain-Behavioral System
The effecacy of mindfulness training techniques on emotional malaise and social anxiety based on brain-behavioral systems
Mari Yahyawi Allah Kai, Abolghasem Khoshkonesh, Ali Asghar Asgharnezhad Farid,
Volume 21, Issue 120 (12-2022)
Abstract
Background: Research shows that emotional dyslexia and the components of difficulty in identifying emotions have a positive relationship with the symptoms of social anxiety disorder and maintain the cognitive factors of social anxiety disorder and cause them to avoid others.
Aims: This research aims to determine the effectiveness of mindfulness training on alexia in women with high alexia and on social anxiety in women with social anxiety based on their brain-behavioral systems and to determine the difference in effectiveness in two groups. It was planned and executed from these women.
Methods: The method of this research was semi-experimental with non-random sampling and available with a two-group design (experimental group and control group) with pre-test-post-test and follow-up. The statistical population included 16 available women with high emotional dyslexia and 16 women with social anxiety due to their availability in 2018, each of whom was selected into two experimental and control groups.
Results: The results of the mixed analysis of variance showed significant changes of the two groups for the within-group factor, and the group and interaction effects of time and group were also significant. The results of multivariate analysis of variance to compare the group effect on the linear combination of the effectiveness of mindfulness training techniques on alexia in women with high alexia and on social anxiety, women with social anxiety based on their brain-behavioral systems in the short-term and long-term show showed that the effect of the group factor on the linear combination of the effectiveness of mindfulness techniques training... in the post-test and follow-up was statistically significant.
Conclusion: The results showed that variables such as emotional ataxia and social anxiety changed under the influence of mindfulness training based on brain-behavioral systems, and there was a fundamental difference in the two training groups, which had previously been compared between these two disorders simultaneously. had not taken place.

Comparison of psychological well- being, cognitive-emotional regulation and brain- behavioral system of middle school male and female students
Saeideh Tavanaye Nanekaran, Sanaz Eyni,
Volume 23, Issue 135 (5-2024)
Abstract

Background: Many of the risky behaviors of adolescence are caused by emotional disturbances resulting from the changes of puberty. The mental health of students at the threshold of puberty is directly related to academic and personal-social performance. In addition, boys and girls have obvious gender differences in perception, cognition, memory, and neurological functions. These differences may be attributed to various genetic, hormonal, and environmental factors. However, the results of previous researche in this field are inconsistent and insufficient.
Aims: The present study was conducted to compare the Psychological well-being, Cognitive-emotional regulation, and Brain-behavioral system of middle school male and female students in Havigh city.
Methods: Method: The present research is a causal- comparative research. The research population included all the male and female students of the middle school level of Department of Education and Training schools in Havigh region (Talesh city) in the educational year of 2022-2023, who were selected by voluntary and available sampling method, 50 people in each group. In order to collect data, psychological well-being questionnaires (Ryff, 1989), cognitive-emotional regulation (Garnefski et al., 2001), and brain - behavioral systems Inventory (Carver and White, 1994) were used, which were analyzed with the statistical test of multivariate analysis of variance (MANOVA) and SPSS-24 software were analyzed.
Results: The results showed statistically significant differences between the two groups of male and female students in psychological well-being scores (F= 12.82 and P< 0.01), and positive cognitive-emotional regulation (F= 34.88 and P< 0.01), negative cognitive-emotional regulation (F= 24.97 and P> 0.01), behavioral inhibition system (F= 14.62 and P< 0.01), and behavioral activation system
(F= 9.16 and P> 0.01).
Conclusion: According to the findings of the current research; The difference between the two genders in psychological well-being, emotional cognitive regulation and behavioral brain system can cause the different performance and exposure of male and female students in dealing with the problems of adolescence and puberty.


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