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Showing 2 results for Mohammadzadeghan

Reza Mohammadzadeghan, Abolfazl Farid, Gholamreza Chalabianlu Hasratanlo, Javad Mesrabadi,
year 12, Issue 3 (spring 2023 2023)
Abstract

The present study was conducted with the aim of determining the effectiveness of a Mindfulness-based Social-emotional Learning Program on emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in children. The current research was semi-experimental with a pretest-posttest design and a control group. The statistical population of the research included all students aged 11 to 14 who were referred to the child counseling centers of Khoy City in 2021-2022. The statistical sample consisted of 30 children who were selected by purposive sampling and were replaced in two experimental and control groups. The data collection tools included Children's Illness Symptoms Questionnaire (CSI-4) Sprafkin et al. (1984) and Emotional Regulation Checklist (ERC) Shields & Cicchetti (1997). In this study, the participants of the experimental group received the mindfulness-based social-emotional learning program During 15 sessions of 60 minutes. Data analysis was done using multivariate covariance analysis. Data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the post-test mean of emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in the two experimental and control groups. According to the findings, it can be suggested that the Mindfulness-based Social-emotional Learning Program is an effective treatment for improving emotional functions and symptoms of attention-deficit/hyperactivity disorder in children.
Mohaddeseh Pourseyyedin, Faezeh Pashapoor, Reza Mohammadzadeghan,
year 13, Issue 8 (automn 2024)
Abstract

The present study was conducted to determine the effectiveness of mindfulness-based cognitive therapy on bullying behaviors and moral disengagement among teenagers. The method of the current research was semi-experimental with a pre-test-post-test design and a control group with a 2-month follow-up period. The statistical population of the research included all male students aged 13 to 17 years old in the second secondary schools of Tabriz from February 2022 to May 2023. The study sample included 40 students selected by purposive sampling and randomly divided into an experimental group (20 people) who received mindfulness intervention for 8 sessions and a control group (20 people) who did not receive any intervention. The measurement tools included the Illinois Bullying Scale (IBS, Espelage & Holt, 2001) and the Moral Disengagement Mechanisms Scale (MMDS, Bandura & et al, 1996). The analysis of variance with repeated measurements was used in SPSS version 26 to analyze the data. The results showed that after the intervention, the level of bullying behaviors (p<0.01) and moral disengagement (p<0.01) in the experimental group decreased significantly, and this decrease in average scores continued in the two-month follow-up. According to the findings, it can be suggested that mindfulness-based cognitive therapy significantly reduces bullying behaviors and moral disengagement and is a promising option for improving the psychological performance of adolescents.


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