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

محورهای موضوعی : روانشناسی تربیتی

مژگان حسنی ¹ ( دانشجوی دکتری روانشناسی تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران )
محمدعلی نادی ² ( دانشیار گروه علوم تربیتی، دانشکده علوم‌تربیتی و روانشناسی، واحد اصفهان، دانشگاه آزاد اسلامی، اصفهان (خوراسگان)، ایران )
ایلناز سجادیان ³ ( دانشیار گروه روانشناسی تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران )

تاریخ دریافت : 1398/03/28 تاریخ پذیرش : 1398/08/09 تاریخ انتشار : 1398/09/01

کلید واژه: تنظیم شناختی هیجان, مداخله شناختی-هیجانی-اجتماعی حافظه فعال,

چکیده مقاله :

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).

چکیده انگلیسی:

The study aimed to investigate the effectiveness of the cognitive-emotional-social working memory training intervention on improving Cognitive Emotion Regulation in female students with poor performance in working memory. The research employed a pretest-posttest and follow-up semi-experimental research design with the control group. The statistical population consisted of all 5th grade female students of Tehran during the academic year 2016-2017. Those students with working memory impairment were selected via multi-stage cluster random sampling using the Wechsler Software Working Memory Scale (Khodadadi, Mashhadi and Amani, 2009). Then, from among them, 40 students were randomly selected and divided into two 20-participant experimental and control groups. The cognitive-emotional-social working memory training was performed in 20 sessions for the experimental group. Before and after the intervention and two months later (follow up), participants answered to the Cognitive Emotion Regulation Questionnaire (Garnefski & et al, 2002). The research data were analyzed using ANCOVA. According to the results of the study, the cognitive-emotional-social working memory training significantly improved the Cognitive Emotion Regulation(P = 0.001).

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Baddeley, A. D. (2003). Working memory: looking back and looking forward. Nature Reviews. Neuroscience, 4, 829-839.

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Bargh, J A., & Williams, L E. (2007). The no conscious regulation of emotion. Handbook of emotion regulation, 1, 429Á445.

Brass, M., Ullsperger, M., Knoesche, T R., Von Cramon, D Y., & Phillips, N A. (2005). Who comes first? The role of the prefrontal and parietal cortex in cognitive control. Journal of cognitive neuroscience, 17(9), 1367-1375.

Cowan, N. (2011). “The focus of attention as observed in visual working memory tasks: Making sense of competing claims”. Neuropsychological, 49, 1401-1406.

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.

Edelstein, R S., Ghetti, S., Quas, J.A., Goodman, G.S., Alexander, K.W., Redlich, A.D., Cordon, I.M. (2005). Individual differences in emotional memory: Adult attachment and long – term memory of child sexual abuse. Pers Soc Psychol Bull, 31 (11), 1537- 46.

Garnefski, N., Kraaij, V., Schroevers, M.J., Somsen, G.A. (2008). Posttraumatic growth after a myocardial Infarction: a matter of personality, psychological health, or cognitive coping? J Clin Psychol Med Setting, 15: 270-7.

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.

Gross, J J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. New York, NY: Guilford Press. p. 3-24.

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].

Kajbaf, M B., Lahijanian, Z., Abedi, A. (2010). A Comparison of Memory Profile in Normal Children and Children with Learning Disabilities in Dictation, Mathematics and Reading. Advances in Cognitive Science. 12 (1), 17-25. [In Persian].

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.

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