Corresponding Author Yazdan Hoseinzadeh , Tina Mohammadi, Alireza Salemi Khameneh,
Volume 36, Issue 2 (3-2019)
Abstract
Background: Gifted students are recognized as important human capital in the world. It is very important to study the factors that affect the thinking style of this subject. So, the aim of this study was to determine the role of emotional creativity and neuropsychological functions in prediction of critical thinking of gifted students.
Methods: The research method was descriptive-correlational. The statistical population of this study was all students of the second grade in secondary schools of Rasht city in the academic year of 2018-19. 120 subjects were selected through the sampling method. Emotional Creativity Questionnaire, Wisconsin Test, Wechsler IQ Scale for Children and Critical Thinking Questionnaire were used to gather information. The collected data were analyzed using Pearson correlation coefficient and Multiple regression tests.
Results: The results showed a positive and significant relationship between emotional creativity (and its components) and neuropsychological functions (performance in the Wisconsin test, vocabulary and multiplication of cultivars) with critical thinking in gifted students (p <0.01).
Conclusion: The results of multiple regression showed that emotional creativity and neuropsychological functions had the ability to predict the variance of critical thinking skills of 37% of students. These results emphasize the need to provide educational programs based on emotional creativity and non-psychological functions to enhance critical thinking.
Corresponding Author Alireza Salemi Khameneh, Sara Ghorbani, Alireza Motahedi,
Volume 36, Issue 4 (6-2018)
Abstract
Background: The purpose of this study was to determine the effectiveness of Dialectical Behavioral Therapy (DBT) on emotion regulation, positive and negative affection, aggressive behavior and self-harm in female students.
Methods: The research method was experimental with pretest-post-test design with experimental and control groups. The statistical population of the study included all 13- to 16-year-old female students from the first level high schools in Karaj city in 2017. Among the study population, using the purposeful sampling method, based on the positive and negative affects questionnaire, Buss & Perry, self-injury inventory questionnaire and the emotional adjustment questionnaire Gross at the forefront, 30 people who had entry criteria formed our statistical sample. The 30 subjects were chosen completely in 2 groups of 15 subjects (experimental and control groups). The experimental group received DBT, while the control group was on the waiting list and did not receive any treatment. To analyze the data, multivariate covariance analysis (MANCOVA) was used to accelerate the results of the SPSS-21 software.
Results: The findings revealed that after being treated by DBT in the experimental group, post-test scores increased significantly in emotion regulation and positive affect variables of the experimental group (P<0.001) compared to the control group (respectively from 30.43 and 30.93 in the control group to 46.27 and 32.80 in the experimental group). Post-test scores also decreased significantly in negative affect, aggressive behavior and self-injury variables after being treated by DBT (P <0.001) (from 29.32, 100.66 and 29.14, respectively, in the control group to 13.19 and 74.43 and 21.33 in the experimental group).
Conclusion: According to the findings of this study, DBT is effective in reducing negative affect, aggressive and self-injury behavior and increasing emotion regulation and positive affect.
