نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2 استاد گروه روانشناسی، دانشکده علومتربیتی و روانشناسی ، دانشگاه محقق اردبیلی، اردبیل، ایران.
3 دکتری تخصصی روانشناسی، دانشکده علومتربیتی و روانشناسی ، دانشگاه محقق اردبیلی، اردبیل، ایران.
4 دانشجوی دکتری مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The aim of this study was to determine the effectiveness of emotion-focused therapy on reducing difficulties in emotion regulation, reducing rumination, and increasing resilience in academically underperforming students living in war conditions.
Methods: This study was quasi-experimental with a pretest-posttest control group design. The statistical population included upper secondary school students in Ardabil city during the 2025–2026 academic year who had experienced war-related psychosocial trauma. The sample consisted of 60 participants who were purposefully selected and randomly assigned to either an experimental group (receiving group-based emotion-focused therapy for eight 90-minute sessions) or a control group. Instruments included the Difficulties in Emotion Regulation Scale (DERS), the Ruminative Response Scale (RRS), and the Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Findings showed that in the experimental group, mean scores for difficulties in emotion regulation and rumination decreased from pretest to posttest, while mean resilience scores increased. In contrast, no significant changes were observed in the control group. MANCOVA results indicated significant differences between the groups on posttest dependent variables after controlling for pretest scores. Furthermore, univariate ANCOVA, controlling for pretest effects, revealed that emotion-focused therapy significantly reduced difficulties in emotion regulation and rumination and increased resilience in the experimental group compared to the control group (P < 0.001).
Discussion and Conclusion: Emotion-focused therapy, by reducing difficulties in emotion regulation and rumination and increasing resilience, is an effective intervention for academically underperforming students in war conditions.
کلیدواژهها [English]
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