Comparing the effectiveness of philosophy and metacognition training on emotional self-regulation، self-control، executive function and addiction of students dependent on social networks
Subject Areas : Educationsamira sheykhi 1 , Sohrab Abdi Zarrin 2 , عباس حبیب زاده 3
1 - PhD student in Psychology, Department of Psychology, Qo.C., Islamic Azad University, Qom: Iran.
2 - Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, University of Qom, Qom: Iran
3 - Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, University of Qom, Qom: Iran.
Keywords: philosophizing, metacognition, emotional self-regulation, self-control, executive function, dependence on social networks, students ,
Abstract :
Introduction and Objective: In recent years، dependence on social networks has been increasing among adolescents and students، which has a great impact on psychological and academic changes. In this regard، the aim of the present study was to compare the effectiveness of philosophy and metacognition training on emotional self-regulation، self-control، performance، and students' dependence on social networks.
Methodology: The research method was an experimental pre-test-post-test with a control group. The statistical population consisted of all female elementary school students in the 1403-1404 academic year in District 1 of Qom. Using the available sampling method، 45 female elementary school students were selected and randomly assigned to two experiments and a control group. Philosophy training was implemented in 12 90-minute sessions based on the Fisher protocol (2013) and metacognitive training in 14 90-minute sessions based on the Wells protocol (2009). To collect data، the questionnaire of dependence on virtual social networks by Khajeh Ahmadi et al. (2016)، emotional self-regulation problems by Gratz and Romer (2004)، self-control by Tangi (2004)، and executive functions by Coolidge (2002) were used. Data analysis was performed using SPSS. v25 software and multivariate analysis of covariance and Bonferroni post hoc tests.
Findings: Research studies showed that both metacognitive training and philosophizing methods improve self-regulation، performance، and reduce dependence on social networks، but metacognitive training is especially more effective in enhancing the effectiveness of self-control.
Discussion and Conclusion: These results highlight the use of metacognitive training programs in educational and counseling environments to improve adolescents' self-regulation skills and manage the use of cyberspace.
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