اثر بخشی آموزش مداخله شناختی-هیجانی-اجتماعی حافظه فعال بر بهبود تنظیم شناختی هیجان دانش‌آموزان دختر پایه پنجم دبستان‌های تهران

الموضوعات :

مژگان حسنی ¹ , محمدعلی نادی ² , ایلناز سجادیان ³

1 - دانشجوی دکتری روانشناسی تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار گروه علوم تربیتی، دانشکده علوم‌تربیتی و روانشناسی، واحد اصفهان، دانشگاه آزاد اسلامی، اصفهان (خوراسگان)، ایران
3 - دانشیار گروه روانشناسی تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

تاريخ الإرسال : 15 الثلاثاء , شوال, 1440 تاريخ التأكيد : 03 الخميس , ربيع الأول, 1441 تاريخ الإصدار : 25 الجمعة , ربيع الأول, 1441

الکلمات المفتاحية: تنظیم شناختی هیجان, مداخله شناختی-هیجانی-اجتماعی حافظه فعال,

ملخص المقالة :

این پژوهش با هدف بررسی اثر بخشی آموزش مداخله شناختی-هیجانی-اجتماعی حافظه فعال بر بهبود تنظیم شناختی هیجان دانش‌آموزان دختر دارای عملکرد ضعیف در حافظه فعال اجرا شد. پژوهش نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون و پیگیری با گروه کنترل بود. جامعه آماری شامل تمامی دانش‌آموزان دختر پایه پنجم شهر تهران در سال تحصیلی 1396-1395بودند که با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای دانش‌آموزان دارای عملکرد ضعیف حافظه فعال با استفاده از آزمون نرم افزاری حافظه فعال وکسلر شناسایی شدند و سپس از میان آنها 40 دانش‌آموز به صورت تصادفی انتخاب شده و به صورت کاملاً تصادفی در دو گروه 20 نفری جایگزین شدند (20 نفر آزمایش، 20 نفر کنترل). آموزش مداخله شناختی-هیجانی-اجتماعی حافظه فعال طی 20 جلسه روی گروه آزمایش اجرا گردید. شرکت کنندگان پیش از مداخله و پس از مداخله و دو ماه بعد (پیگیری) به مقیاس تنظیم شناختی هیجان پاسخ دادند. داده‌های پژوهش با استفاده از روش آماری تحلیل کواریانس مورد تجزیه و تحلیل قرار گرفت. طبق نتایج پژوهش آموزش بسته شناختی-هیجانی-اجتماعی حافظه فعال در سطح معناداری عملکرد تنظیم شناختی هیجان را بهبود بخشید(001/0=P).

المصادر:

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DongenBoomsma, M., Vollebregt, M A., Buitelaar, J K., & Slaats Willemse, D. (2014). Working memory training in young children with ADHD: a randomized placebo controlled trial. Journal of Child Psychology and Psychiatry, 55(8), 886- 896.

Duncan, J. (2010). The multiple-demand (MD) system of the primate brain: mental programs for intelligent behavior. Trends in cognitive sciences, 14(4), 172-179.

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Gilbert, D. T. & Wilson, T. D. (2000). Miswanting: Some problems in the forecasting of future affective states. Cambridge University Press, PP.550-564.

Goldenberg, A., Halperin, A., van Zomeren, M & Gross, J J. (2016). The Process Model of Group-Based Emotion: Integrating Intergroup Emotion and Emotion Regulation Perspectives. Personality and Social Psychology Review, 20(2), 118-141.

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Gross, J. J. (1998). The emerging field of emotion regulation: an integrative review. Review of general psychology, 2(3), 271- 299.

Groth-Marnat G. (2009). Handbook of psychological assessment. John Wiley & Sons.

Hassani, M., Nadi, M., Sajjadian, I. (2017). Investigating Construct Validity of Emotional Working Memory via the Cognitive–Emotional-Social Working Memory Training Package in 5th Grade Female Elementary School Students in Tehran. Knowledge & Research in Applied Psychology,19(3),14-33. [In Persian].

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Kelly, A. C. & Garavan, H. (2005). Human functional neuroimaging of brain changes associated with practice. Cerebral Cortex, 15(8), 1089-1102.

Kensinger E., Anderson, A., Growdon, J., Corkin, S. (2004). Effects of Alzheimer disease on memory for verbal emotional information. Neuropsychologia, 42(6), 791-800.

Kensinger, E A., & Corkin, S. (2007). Effect of negative emotional content on working memory and long-term memory. Emotion, 3, 378–393.

Khodadadi, M., Mashhadi, A., Amani, H. (2006). Working Memory Training Software. Tehran: Sina Behavioral Sciences Research Institute. 6, 177-183. [In Persian].

Kord Tamini, M., Mashhadi, A., Salehi Fedri, J., Hassani, J. (2016). Effectiveness of Emotional Working Memory Training on Improving Cognitive Control in individuals with High Trait Anxiety. Journal of Cognitive Psychology. 3(3-4), 31-40. [In Persian].

Levine, L J., & Pizarro, D A. (2004). Emotion and memory: A grumpy overview. SocialCognition, 22 (5), 530 -554.

Matejka, M., Kazzer, P., Seehausen, M., Bajbouj, M., Klann-Delius, G., Menninghaus, W. et al. (2013). Talking about emotion: Prosody and skin conductance indicate emotion regulation. Frontiers in Psychology, 4(260), 1-13.

Mathe, M. (2009). When emotion intensifies memory interference. Psychology of Learning and Motivation, 51, chapter 3, 101 – 118.

Melby-Lervag, M., & Hulme, C. (2013)."Is working memory training effective? A meta-analytic review".Developmental psychology, 49(2), 270.

Mezzacappa, E., & Buckner, J. C. (2010). Working memory training for children with attention problems or hyperactivity: A school-based pilot study. School Mental Health, 2(4), 202-208.

Miller, E. K. (2000). The prefrontal cortex and cognitive control. Naturereviews neuroscience, 1(1), 59-65.

Mirzei, S., Hasani, J. (2015). The effectiveness of life skills training in cognitive emotion regulation strategies of adolescents. JNKUMS, 7 (2), 405-417. [In Persian].

Moradi, A., Hassani, J., Akbari, E. (2015). The Effect of Emotional Experiences Induction on the Executive Functions of Attention and Working Memory with Regard to Depressive Continumm. Neuropsychology, 1(1),7-25. [In Persian].

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