The purpose of this study was to determine the effectiveness of educational method of intelligence education based on Gardner multiple intelligence theory on emotional intelligence, creativity of female students. The research method was semi experimental with pretest de More
The purpose of this study was to determine the effectiveness of educational method of intelligence education based on Gardner multiple intelligence theory on emotional intelligence, creativity of female students. The research method was semi experimental with pretest design and control group. The statistical population consisted of all 5th and 6th grade students in Isfahan city in the academic year of 1391-97. The sampling method was multi-stage cluster sampling. Therefore, 30 students of a school were selected and assigned to experimental and control groups (each group was 15). The research data were collected using bar-on emotional intelligence and Abdi’s creativity and analyzed using single-variable and multivariate covariance analysis. The results of the study showed that the intelligence approach based on Gardner multiple intelligence theory improved emotional intelligence (interpersonal relationships, p
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This study aimed to compare the effect of dialectical behavior therapy and emotional regulation on the symptoms of attention-deficit / hyperactivity disorder and anxiety in adolescents with attention-deficit / hyperactivity disorder. The statistical population of the st More
This study aimed to compare the effect of dialectical behavior therapy and emotional regulation on the symptoms of attention-deficit / hyperactivity disorder and anxiety in adolescents with attention-deficit / hyperactivity disorder. The statistical population of the study included all-female high school students in Tehran in the academic year 2019-2020. Using a purposive sampling method, 45 of them were selected and randomly divided into two experimental groups and one control group (15 students in each group). To collect data , the Connors, Erhardt & Sparrow (1999) Attention-Deficit / Hyperactivity Disorder Symptoms Questionnaire and Anxiety Questionnaire of Bimaher (1997) were used. The research method was semi experimental with pre-test, post-test design, and follow-up with the control group. The experimental groups underwent dialectical behavior therapy (12 sessions of 60 minutes) and emotional regulation (8 sessions of 45 minutes). The follow-up was inducted after a month period. Data were analyzed using analysis of covariance. The results showed that both dialectical behavior therapy and emotional regulation were effective in reducing the symptoms of attention-deficit / hyperactivity disorder and students' anxiety (p<0.01). Also, the results of the analysis of covariance indicated that dialectical behavior therapy had a greater effect on reducing symptoms than emotional regulation. Attention-Deficit / Hyperactivity Disorder and Student Anxiety Improvement (p<0.05).
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