Evaluating the effectiveness of cognitive self-compassion and emotion regulation training on motivational self-regulation and social and adaptive functioning of female students with anxiety

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran

2 Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.

3 Instructor of Psychology Department, Arak Branch, Islamic Azad University, Arak, Iran.

10.22098/jsp.2024.12063.5463

Abstract

Objective: The aim study was conducted with the aim of evaluating the effectiveness of cognitive self-compassion and emotion regulation training on motivational self-regulation and social and adaptive functioning of female students with anxiety in Tehran.
Methods: The statistical sample consisted of 81 people who were selected by available sampling method and were examined in the form of three groups: the first experiment (28 people), the second experiment (25 people) and the control group (28 people). This research is a type of semi-experimental research in the form of a pre-test and post-test design with a control group. Three standard questionnaires of motivational self-regulation, social and adaptive functions and Beck's anxiety were used to measure. Independent variables were developed in the form of two educational protocols and implemented in the first and second experimental groups. Multigroup covariance analysis was used to analyze the data.
Results:  The results showed that cognitive self-compassion training has no effect on the motivational self-regulation of female students with anxiety (P < 0.05), cognitive self-compassion training has an effect on the social and adaptive function of female students with anxiety (P 0.01) >), emotion regulation training is effective on motivational self-regulation of female students with anxiety (P<0.01), emotion regulation training is effective on social and adaptive functioning of female students with anxiety (P<0.01) Emotion regulation training on motivational self-regulation of female students with anxiety is more effective than cognitive self-compassion training (P>0.01) and between the effectiveness of cognitive self-compassion training and emotion regulation on the social and adaptive functioning of female students with anxiety. There is no significant difference between anxiety (P>0.05).




Conclusion:  Two methods of teaching cognitive self-compassion and emotion regulation can be used to improve motivational self-regulation and social and adaptive functioning of students with anxiety

Keywords

Main Subjects

Files

Share

How to cite

Statistics