The Effect of Teaching Cognitive Emotion Regulation Strategies on High-Risk Behaviors and Civic-Educational Behaviors in Adolescent Female Students with High-Risk Behaviors

Subject Areas : Tectonostratigraphy

Leila Amirian ¹ (Ph.D. Student in Educational Psychology, Faculty of Literature and Humanities, Department of Psychology, Lorestan University, Khorramabad, Islamic Republic of Iran.)
Ezatolah Ghadampour ² (Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Department of Psychology. Lorestan University, Khorramabad, Islamic Republic of Iran.)
Mohammad Abbasi ³ (Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Department of Psychology. Lorestan University, Khorramabad, Islamic Republic of Iran.)

Received: 2023-01-13 Accepted : 2024-02-19 Published : 2024-01-21

Keywords: Cognitive Emotion Regulation, High-risk behaviors, civic-educational behaviors,

Abstract :

Abstract Background and purpose: Today, high-risk behaviors are more prevalent among teenagers, and investigating ways to reduce these behaviors is one of the basic needs of today's societies. This research was conducted with the aim of determining the effect of teaching cognitive emotion regulation strategies on high-risk behaviors and civic-academic behaviors of adolescent female students with high-risk behaviors. Materials and methods: The research method was a semi-experimental type with a pre-test-post-test design and  a control group. The current research population was all the female students of the second secondary school in Karaj city, and one high school was selected from among the high schools of the 4 districts of Karaj to carry out the research using available sampling method. In order to carry out the research, in the first stage, to identify students with high-risk behaviors, the high-risk behaviors questionnaire of Zadeh-Mohammadi et al. and were randomly replaced in the two experimental and control groups. The experimental group was trained in cognitive emotion regulation strategies for 10 90-minute sessions. The measurement tools of the present study were the High-Risk Behaviors by Zadeh-Mohammadi et al. and Golparvar's Civic-Academic Behavior Questionnaire, which was completed by the participants in the pre-test-post-test phase. The data were analyzed using descriptive statistics and univariate and multivariate covariance analysis using SPSS 24 software. Findings: The results of the present study showed that training  cognitive emotion regulation strategies has been able to have a significant effect on reducing risky behaviors and improving academic civic behaviors of the experimental group compared to the control group (p<0.01). Conclusion: According to the findings of the research, it is possible to benefit from the trial program of cognitive emotion regulation strategies as a part of the programs for solving behavioral problems in students in the field of education.

References:

1- Alamdarsarand Z, Abbas Zadeh M, Ebrahimpour, Elmi, M. Analysis of the consequences of risky behaviors in students of the second year of high school (case study: students with high-risk behaviors in Tabriz). Sociological Studies, 2022, 14(54), 11-2. [In Persian]

2- Mabaso Z, Erogbogbob T, Toureb K. Young people’s contribution to the Global strategy for women’s, children’s and adolescents’ health (2016– 2030), Bulletin of the World Health Organization, 2016, 94(5): 312-327.

3- Livazovic G, Hrvatska RZ. Role of family peers & school in externalised adolescent risk behavior, Hrvatska revija za rehabilitacijska istraživanja, 53, Supplement, str. 2017, 186-203.

4- Niazi M, Abbas Zadeh M, Saadati M. Constructing and validating the high-risk behavior scale using Smart-PLS software (the study of young people aged 15-34), Tabriz city, Addiction Research, 2017, 11(43), 32-50. [In Persian]

5- Dever BV, Raines TC, Barclay CM. Chasing the unicorn: Practical implementation of universal screening for behavioral and emotional risk. School Psychology Forum, 2012, 6, 108–118.

6- Monajati Sh, Amini N, Jafarnia Gh. Explanation of the causal model of the tendency to risky behaviors based on psychological flexibility and attachment styles with the mediation of sensation seeking in male and female students of the second year of high school. Scientific Quarterly of Psychological Methods and Models, 2021, 12(46), 131-146.

7- Fox J, White PJ, MacDonald N, Weber J, McClure M, Fidler S, Ward H. Reductions in HIV transmission risk behavior following diagnosis of primary HIV infection: A cohort of high-risk men who have sex with men. HIV Medicine, 2009, 10, 432-438.

8- Mohammadi L, Alone Z, Rahmani S. The relationship between cognitive emotion regulation strategies and risky behaviors through perceived social support. New Psychological Researches, 2014, 10(39), 162-187.

9- Urdobadi S, Mohammadi SF. The effect of cognitive emotion regulation strategies on high-risk behaviors of teenagers and young adults. Social Science Studies, 2017, 3(2), 18-24.

10- Kwon P, Birrueta M, Faust E, Brown E. R. The role of hope in preventive interventions. Social and Personality psychology Compass, 2015, 12(9): 696-704. [In Persian]

11- Lambert L, Passmore HA, Joshanloo M. A positive psychology intervention program in a culturally- diverse university: boosting happiness and reducing fear. Journal of Happiness Studies, 2018, 20(4): 1141-1162.

12-Young KS, Sandman CF, Craske MG. Positive and negative emotion regulation in adolescence: links to anxity and depression. Brain sciences, 2019, 9 (4): 1-20.

13- Garenefski N, Kraaij V. The behavioral emotion reguaiation questionnaire: development, psychometric properties and relation puestionnaire. Personality and individual Differences, 2019, 137(1): 56-51.

14- Mehta A, Young G, Wicker A, Barber S, Suri G. Emotion regulation choice: differences in US and Indian populations. The International Journal of Indian Psychology. 2017, 2(4): 202-219.

15- Gunn JF, Goldstein SE. Exploring the Association between Bullying Victimization and Suicidal Thoughts Through Theoretical Frameworks of Suicide. International Journal of Bullying Prevention, 2020, 1-14.‏

16- Navarro-Medina E, DeAlba-Fernandez N. Citizenship education in the European curricula. Procedia - Social and Behavioral Sciences, 2015, 197, pp. 45-49.

17- Faizi-Jarijani F, Zinali A. model of civil-academic behaviors of high school students; The role of love for learning and academic enthusiasm with the mediation of academic flourishing. Education and learning research. 2018, 16(2), 103-113. [In Persian]

18- Dusi P, Steinbach M, Messetti G. Citizenship education in multicultural society: teachers’ practices. Procedia - Social and Behavioral Sciences, 2012, 69, pp. 1410-1419.

19- Safai Nayini K, Narimani M, Kazemi R, Musa Zadeh T. The effectiveness of group motivational interviewing and emotion regulation training on reducing bullying behavior and academic burnout of teenagers using virtual social networks. Educational Psychology Quarterly, 2018, 15(51), 126-95. [In Persian]

20- Jennifer A, Campbell BS, Rebekah J, Walker PH, Leonard E, Egede MD. Associations between Adverse Childhood Experiences, High-Risk Behaviors, and Morbidity in Adulthood. American Journal of Preventive Medicine, 2015, 3 (50): 352-344.

21- Cooper CL, Phillips LH, Johnston M, Whyte M, MacLeod MJ. The role of emotion regulation on social participation following stroke. British Journal of Clinical Psychology, 2015, 54(2), 181-199.

22- Sattari B, Pourshahriar H, Shokri O. The effectiveness of the intervention package of regulating the emotions of progress on reducing the negative emotions of students. Journal of school psychology. 2015, 4(4), 76-93. [In Persian]

23- Montazeri Tavakoli N, Khazari-Moqadam A. The effectiveness of teaching emotion regulation skills on reducing aggression in first year high school girls. The first international comprehensive psychology congress of Iran. 2015. [In Persian]

24- Farmer TW, Petrin R, Brooks DS, Hamm, JV, Lambert K, Gravell M. Bullying Involvement and the School Adjustment of Rural Students with and without Disabilities. Journal of Emotional and Behavioral Disorders, 2015, 20(1), 19-37.

25- Zadeh Mohammadi A, Ahmadabadi Z, Heydari M. Compilation and examination of the psychometric properties of the risk-taking scale of Iranian adolescents. Iranian Journal of Psychiatry and Clinical Psychology, 2011, 17(3), 218-225. [In Persian]

26- Samimi Z, Hareati H, Ramesh S, Kurdtamini M. The role of academic motivation in explaining high-risk behaviors of vulnerable students, Child Mental Health Quarterly, 2015, 3(3), 85-95. [In Persian]

27- Golparvar M. Investigating the role of academic ethics, educational justice and injustice in students' civic-academic behaviors. New Thoughts in Educational Sciences Quarterly, 2010, 5(4), 26-41. [In Persian]

28- Zare S, Ah Q, Vaziri S, &Shahabizadeh F. The mediating role of cognitive emotion regulation strategies in the relationship between attachment styles and risky sexual behaviors: designing and testing a conceptual model. Behavioral Science Research, 2018, 17(3), 415-400. [In Persian]

29- Barzegeri E, Khalegipour S, Wahabi-Homabadi J. The mediating role of emotion regulation in relation to spiritual orientation and risky behaviors in adolescents with drug addict guardians. Drug Abuse Addiction Research, 2017, 12(50), 234-254. [In Persian]

30- Weiss NH, Sullivan TP, Tull MT. Explicating the role of emotion dysregulation in risky behaviors: A review and synthesis of the literature with directions for future research and clinical practice. Current Opinion in Psychology; 2015, 3:22-9.

31- Parker JDA, Taylor RN, Eastabrook JM, Schell SL, Wood LM. .)2008). Problem gambling in adolescence: Relationships with internet misuse, gaming abuse and emotional intelligence. Personality and Individual Differences; 45(2):174-80.

32- Weiss NH, Tull MT, Viana AG, Anestis MD, Gratz KL. Impulsive behaviors as an emotion regulation strategy: Examining associations between PTSD, emotion dysregulation, and impulsive behaviors among substance dependent inpatients. Journal of Anxiety Disorders; 2012, 26(3):453-8.

33- Mohammad Khani S, Hosni J, Akbari M, Yazdan-Panah N. The mediating role of emotion regulation strategies in the relationship between metacognitive beliefs and attachment styles with high-risk behaviors of adolescent children of Iran-Iraq war veterans. Iran Psychiatry and Clinical Psychology, 2018, 25(4), 399-410. [In Persian]

34- Jacobson CM, Muehlenkamp JJ, Miller AL, Turner JB. Psychiatric impairment among adolescents engaging in different types of deliberate self- harm. Journal of Clinical Child & Adolescent Psychology; 2008, 37(2):363-75.

35- Mohammadi L, Tanha Z, Rahmani S. The relationship between cognitive emotion regulation strategies and risky behaviors through perceived social support. New Psychological Researches, 2014, 10(39), 162-187. [In Persian]

36- Szczygie D, Buczny J, Bazinska R. Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual Differences, 2012, 52, 433-437.

37- Nur Ali H, Haji-Yakhchali AR, Shahni-Yilaq M, Maktabi Gh. The effect of cognitive emotion regulation strategies on adaptation, school well-being and emotion regulation in male students of gifted schools. Journal of Psychological Achievements, 2017, 25(2), 91-110. [In Persian]

38- Ruhi Dehkordi I. Effectiveness of teaching cognitive strategies of emotion regulation on parenting stress and marital satisfaction in parents of children with attention deficit/hyperactivity disorder. Scientific Quarterly of Psychological Methods and Models, 2022, 12(45), 107-120. [In Persian]

39- Kazemini T, Modares-Gharavi M. The relationship between personality traits and risky behaviors in students of Mashhad University of Medical Sciences. Scientific Journal of Rafsanjan University of Medical Sciences, 2012, 12(1), 15-26.