[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 9, Issue 2 (Vol9 No2 Summer 2022- 2022) ::
J Child Ment Health 2022, 9(2): 21-35 Back to browse issues page
Effectiveness of Emotion Regulation Skills Training on Academic Procrastination and Cognitive Flexibility among Students with Internet Addiction
Majid Baradaran * 1, Farzaneh Ranjbar Noushari1
1- Department of Psychology, Payame Noor University, Tehran, Iran
Abstract:   (2831 Views)
Background and Purpose: Internet dependency has dangerous consequences and is increasing at an alarming rate throughout the world, especially in children and adolescents. The current research has aimed at investigating the effectiveness of emotion regulation skills training on academic procrastination and cognitive flexibility among students with internet addiction.
Method: This was a semi-experimental study with a pre-test and post-test design and a control group. The statistical population included all students with internet addiction in the 1st grade of secondary school in region 2 Rasht in the academic year of 2019-2020.  A total of 36 individuals were selected by available sampling methods and were randomly assigned to the experimental and control groups (18 individuals in each group). To collect data, the internet addiction test (Young, 1998), the academic procrastination scale (Solomon and Ruthblum, 1984), and the cognitive flexibility inventory (Dennis and Vander Wal, 2010) were used. Emotion regulation training was conducted during 12 sessions in experimental group while the control group did not receive any training. The data were analyzed using multivariate analysis of covariance and SPSS-23 software.
Results: The results showed that mean scores of academic procrastination and cognitive flexibility, after emotion regulation training, were significantly different in experimental and control groups (P<0/01). In other words, emotion regulation training increases the mean score of cognitive flexibility and decreases the mean score of academic procrastination in the experimental group compared to the control group.
Conclusion: According to the results of the present study, emotion regulation skills training can be used as an effective intervention on the academic procrastination and cognitive flexibility among Students with internet addiction.
Article number: 2
Keywords: Emotion regulation, academic procrastination, cognitive flexibility, internet addiction
Full-Text [PDF 1425 kb]   (1448 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/06/12 | Accepted: 2022/07/8 | Published: 2022/09/6
References
1. Wartberg L, Brunner R, Kriston L, Durkee T, Parzer P, Fischer-Waldschmidt G, ... Carli V. Psychopathological factors associated with problematic alcohol and problematic internet use in a sample of adolescents in Germany. Psychol Res. 2016; 240: 272-277. [Link] [DOI:10.1016/j.psychres.2016.04.057]
2. Zarbakhsh Bahri M, Rashedi V, Khademi M. Loneliness and internet addiction in students. J Health Prom Manag. 2013; 2(1): 32-38. [Persian]. [Link]
3. Frangos CC, Fragkos KC, Kiohos A. Internet addiction among Greek university students: demographic associations with the phenomenon, using the Greek version of Young's internet addiction test. Int J Econ Sci Appl Res. 2010; 3(1): 49-74. [Link]
4. Seo M, Kang HS, Yom, YH. Internet addiction and interpersonal problems in Korean adolescents. Comput Inform Nurs. 2009; 27(4): 226-233. [Link] [DOI:10.1097/NCN.0b013e3181a91b3f]
5. Cao H, Sun Y, Wan Y, Hao J, Tao F. Problematic internet use in Chinese adolescents and its relation to psychosomatic symptoms and life satisfaction. BMC Public Health. 2011; 11(1): 1-8. [Link] [DOI:10.1186/1471-2458-11-802]
6. Binder K. (2000). The effects of an academic procrastination treatment on student procrastination and subjective well-being. Unpublished MA, Carleton University, Canada; 2011. [Link]
7. Steel P. Klingsieck KB. Academic procrastination: Psychological antecedents revisited. Aust Psychol 2016; 51: 36-46. [Link] [DOI:10.1111/ap.12173]
8. Sirois F, Pychyl T. Procrastination and the priority of short-term mood regulation: Consequences for future self. Soc Per Psychol Compass. 2014; 7: 115-127. [Link] [DOI:10.1111/spc3.12011]
9. Stavropoulos V, Alexandraki K, Motti-Stefanidi F. Recognizing internet addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools. J Adoles, 2013, 36(3): 565-576. [Link] [DOI:10.1016/j.adolescence.2013.03.008]
10. Kitano, M.,K & Lewis, R, B. Resilience and coping: implication for gifted children and youth at risk. Roeper review, 2005, 27(4): 200-205. [Link] [DOI:10.1080/02783190509554319]
11. Hayes SC, Strosahl KD, Wilson KG. Acceptance and commitment therapy: the process and practice of mindful change. The Guilford Press: New York; 2012. [Link]
12. Masuda A, Tully EC. The role of mindfulness and psychological flexibility in somatization, depression, anxiety, and general psychological distress in a nonclinical college sample. J Evid-Based Complement Alternat Med. 2012; 17(1): 66-71. [Link] [DOI:10.1177/2156587211423400]
13. Hayes SC. Acceptance and commitment therapy, relational frame theory, and the third wave of behavior therapy. Behav Ther. 2004; 35(4): 639-665. [Link] [DOI:10.1016/S0005-7894(04)80013-3]
14. Floresco SB, Zhang Y, Enomoto T. Neural circuits subserving behavioral flexibility and their relevance to schizophrenia. Behav Brain Res. 2009; 204(2): 396-409. [Link] [DOI:10.1016/j.bbr.2008.12.001]
15. Dickson PE, Corkill B, McKimm E, Miller MM, Calton MA., Goldowitz D, Blaha CD, Mittleman G. Effects of stimulus salience on touchscreen serial reversal learning in a mouse model of fragile X syndrome. Behav Brain Res. 2013; 252: 126-135. [Link] [DOI:10.1016/j.bbr.2013.05.060]
16. Dalton GL, Phillips AG, Floresco SB. Preferential involvement by nucleus accumbens shell in mediating probabilistic learning and reversal shifts. J Neurosci. 2014; 34(13): 4618-4626. [Link] [DOI:10.1523/JNEUROSCI.5058-13.2014]
17. Carbonella JY, Timpano KR. Examining the link between hoarding syptoms and cognitive flexibility deficits. Behav Ther. 2016; 47(2): 262-273. [Link] [DOI:10.1016/j.beth.2015.11.003]
18. Dong G, Lin X, Zhou H, Lu Q. Cognitive flexibility in internet addicts: fMRI evidence from difficult-to-easy and easy-to-difficult switching situation. Addict Behav. 2014; 39(3): 677-683. [Link] [DOI:10.1016/j.addbeh.2013.11.028]
19. Herwig U, Lutz J, Scherpiep S, Scheerer H, Kohlberg J, Opialla A, … Bruhla AB. Training emotion regulation through real-time fMRI neurofeedback of amygdala activity. Neuroimage. 2019; 184: 687-696. [Link] [DOI:10.1016/j.neuroimage.2018.09.068]
20. Berking M, Whitley B. Affect regulation training: A practitioners' manual. New York: Springer; 2014. [Link] [DOI:10.1007/978-1-4939-1022-9]
21. Berking M, Lukas CA. The affect regulation training (ART): a transdiagnostic approach to the prevention and treatment of mental disorders. Curr Opin Psychol. 2015; 3:64-9. [Link] [DOI:10.1016/j.copsyc.2015.02.002]
22. Hen M, Goroshit M. Academic procrastination, emotional intelligence, academic self-efficac, and GPA: A comparison between students with and without learning disabilities. J learn disabil. 2014; 47(2): 116-124. [Link] [DOI:10.1177/0022219412439325]
23. Eckert M, Ebert DD, Lehr D, Sieland B, Berking M. Overcome procrastination: Enhancing emotion regulation skills reduce procrastination. Learning and Individual Differences. 2016; 52, 10-18. [Link] [DOI:10.1016/j.lindif.2016.10.001]
24. Ghasemi Jobaneh R, Mousavi SV, Zanipoor A, Hoseini Seddigh MA. The relationship between mindfulness and emotion regulation with academic Procrastination of Students. Education Strategies in Medical Sciences (ESMS). 2016; 9(2): 134-141. [Persian]. [Link]
25. Sertbaş K, Çutuk S, Soyer F, Akkuş Çutuk Z, Aydoğan R. Mediating role of emotion regulation difficulties in the relationship between social anxiety and problematic internet use. Psihologija; 2020; 53(3): 291-305. [Link] [DOI:10.2298/PSI190730013S]
26. Cooper CL, Phillips LH, Johnston M, Whyte M, MacLeod MJ. The role of emotion regulation on social participation following stroke. Br J of Clin Psychol. 2015; 54(2): 181-199. [Link] [DOI:10.1111/bjc.12068]
27. Safaee Naeini K, Narimani M, kazemi R, Mousazadeh T. Effectiveness of Motivational Interview and Emotion Regulation Training on Reduction Bulling Behavior and Academic Burnout Juveniles User Virtal Social Networking. Educational Psychology, 2019; 15(51): 95-126. [Persian]. [Link]
28. Zare M, Aghaziarati A, Maleksheykhi S, Sharifi M. Effectiveness of Mindfulness training compared to Emotion Regulation on the compatibility of students with ADHD. Journal of Applied Psychology. 2018; 2(12): 203-222. [Persian]. [Link]
29. Ahmadi, R., Hosseini-nasab, S., Azmodeh, M. Compare the Effectiveness of Motivational Self-Regulatory Skills Training and Emotional-Social Skills Training on Academic Buoyancy, Resilience and Academic Engagement in Junior High School Students with Low Academic Performance in the Fifth District of Tabriz. Journal of Instruction and Evaluation, 2021; 14(53): 59-82. [Persian]. [Link]
30. Soorgi C, Ghanifar M, Asadi Yoonesi MR, Ahi Q. The Effectiveness of Emotional Self-Control on Students' Academic Vitality and Academic Performance. J Child Ment Health. 2020; 7 (3) :40-52. [Persian]. [Link] [DOI:10.52547/jcmh.7.3.5]
31. Ghosh S, Halder S. Emotional regulation and cognitive flexibility in young adults. Journal of Psychosocial Research. 2020; 15(2): 609-617. [Link] [DOI:10.32381/JPR.2020.15.02.22]
32. Asadi Majareh S, Moghtader L, Mousavi SM. The Effectiveness of Systematic Desensitization and Self-Regulating on Students' Internet Addiction. J Child Ment Health. 2021; 8(1): 97-109. [Link] [DOI:10.52547/jcmh.8.1.8]
33. Widyanto L, Mc Murran M. The psychometric properties of the internet addiction test. Cyberpsychol Behav. 2004; 7(4): 443-450. [Link] [DOI:10.1089/cpb.2004.7.443]
34. Asgari P, Marashian M. Relationships between personal charactristics, self-concept, computer anxiety and the internet addiction among the students of Ahvaz Islamic Azad University. J soc psychol. 2008; 2(7): 23-35. [Persian]. [Link]
35. Hossein Chari M, Dehghani Y. predicting academic procrastination based on learning self-regulation strategies. Journal of Research in Educational Systems. 2008; 2(4): 64-73. [Persian]. [Link]
36. Dennis JP, Vander Wal JS. The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cog Ther Res. 2010; 34(3): 241- 253. [Link] [DOI:10.1007/s10608-009-9276-4]
37. Soltani E, Shareh H, Bahrainian SA, Farmani A. The mediating role of cognitive flexibility in correlation of coping styles and resilience with depression. Pajoohande. 2013; 18(2): 88-96. [Persian]. [Link]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Baradaran M, Ranjbar Noushari F. Effectiveness of Emotion Regulation Skills Training on Academic Procrastination and Cognitive Flexibility among Students with Internet Addiction. J Child Ment Health 2022; 9 (2) : 2
URL: http://childmentalhealth.ir/article-1-1148-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 9, Issue 2 (Vol9 No2 Summer 2022- 2022) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.1 seconds with 43 queries by YEKTAWEB 4660