The purpose of this study was to model the mediating role of emotional immunity in the relationship between risk perception and psychological vulnerability in adolescents with social anxiety disorder. The method of this research was correlation research based on structu More
The purpose of this study was to model the mediating role of emotional immunity in the relationship between risk perception and psychological vulnerability in adolescents with social anxiety disorder. The method of this research was correlation research based on structural equation modeling method. The statistical population of this study was all first grade students in the second high school of Sari in the academic year of 1398-98. 260 individuals were selected using stage sampling method and responded to Randomo & Aborson Risk Perception Questionnaire (2004), Social Anxiety Inventory (SPI), Psychological Injury Questionnaire (SCL-25) and Bruner et al. (2008) Emotional Safety Scale. They gave. The statistical method of the research was structural regression equations according to Spss24 and Amos23 software. Results showed that the research model was fit and 66% of the variable of psychological vulnerability could be explained by risk perception and emotional safety. There was also a significant negative correlation between the components of risk perception and emotional safety with psychological vulnerability. The results of this study emphasize the necessity of risk perception as well as the mediating role of emotional immunity on adolescents' psychological vulnerability.
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Purpose: The aim of the present study was the Compassion of treatment method forgiveness and compare it with effectiveness of Worthington method forgiveness of treatment on Alexithymia and Emotional Safety of Adolescents attempting Suicide in Isfahan. Methodology: The r More
Purpose: The aim of the present study was the Compassion of treatment method forgiveness and compare it with effectiveness of Worthington method forgiveness of treatment on Alexithymia and Emotional Safety of Adolescents attempting Suicide in Isfahan. Methodology: The research method was quasi-experimental with pre-test, post- test and follow up with control group. The statistical population included all adolescents in the age group of 16 to 18 years who attempted suicide in Isfahan and sample size included 90 people, 30 of whom were randomly selected in the experimental group (treatment method forgiveness), 30 people in the experimental group (Worthington method forgiveness of treatment) and 30 in the control group and selected by available sampling method. Indigenous package based on ancient Persian literature of forgiveness (based on poems by Ferdowsi, Nezami, Khayyam, Molavi, Saadi and Roudaki) was implemented for adolescents who attempted suicide in the experimental group (in 8 sessions). Measurement tools included the 13- item Emotional Safety Questionnaire of Casey Family Service Center (2007) and the 20-item Alexithymia Questionnaire of Bagby, Parker and Taylor (1994). For data analysis, covariance analysis test with repeated measures was used. Findings: The results showed that there was a There was a significant difference between the effectiveness Worthington's forgiveness therapy and native package made by the researcher on the emotional safety of adolescents attempting suicide. Conclusion: There was also a There was no significant difference between the effectiveness of Worthington's forgiveness therapy and native package made by the researcher on emotional dyslexia of adolescents attempting suicide.
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The aim of this study was to mediate the role of emotional safety in the relationship between cognitive emotion regulation and academic motivation. The research method was applied in terms of purpose and descriptive-correlational in terms of collection method. The stati More
The aim of this study was to mediate the role of emotional safety in the relationship between cognitive emotion regulation and academic motivation. The research method was applied in terms of purpose and descriptive-correlational in terms of collection method. The statistical population of the study consisted of all female high school students in Behbahan in 2016-2017, of which 350 were selected through random sampling of multi-stage clusters. . Harter Academic Motivation Scale (1981), Emotional Safety Scale by Bruner et al. (2008) and Garnfsky, Craig and Spinhaven (2002) Cognitive Emotion Regulation Questionnaire were used to collect data. Pearson correlation coefficient and multiple regression were used to analyze the data. Findings showed that among the components of cognitive emotion regulation, respectively; Blaming others, self-blame, positive refocusing, rumination, and catastrophe all have an effect on academic motivation. Also, the components of blaming others, positive refocusing, rumination, and catastrophizing affect emotional safety. Findings also showed that the direct effect of cognitive emotion regulation on emotional safety is positive and significant, also the direct effect of cognitive emotion regulation on academic motivation is positive and significant. Conclusion: In general, it can be concluded that academic motivation and emotional safety can be predicted through cognitive regulation of emotion.
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