اثربخشی آموزش حافظه فعال هیجانی بر تنظیم شناختی هیجان، عملکرد توجه و کاهش اضطراب در فرزندان طلاق
محورهای موضوعی : روانشناسی خانواده
منیره محمدی نژاد مطلق
1
,
فاطمه ربانی نژاد
2
,
غلامرضا چلبیانلو
3
*
1 - دانشجوی دکترای روانشناسی عمومی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی، تبریز، ایران
2 - دانشگاه فردوسی مشهد
3 - دانشیار علوم اعصاب، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
کلید واژه: حافظه فعال هیجانی, اضطراب, تنظیم شناختی هیجان, طلاق, عملکرد توجه,
چکیده مقاله :
هدف: پژوهش حاضر با هدف بررسی اثربخشی آموزش حافظه فعال هیجانی بر تنظیم شناختی هیجان، عملکرد توجه و کاهش اضطراب در فرزندان طلاق صورت گرفت. روش: طرح پژوهشی حاضر شبه آزمایشی و از نوع پیشآزمون – پسآزمون با گروه کنترل بود. جامعه آماری شامل کلیه فرزندان طلاق مشغول به تحصیل در دانشگاه شهید مدنی تبریز در سال تحصیلی 1402-1401 بود که بهصورت دادن فراخوان شرکت در پژوهش ثبتنام کردند. سپس از افرادی که ثبت نام کردند، به صورت در دسترس تعداد 30 نفر انتخاب شدند و در دو گروه 15 نفری آزمایش و کنترل قرار گرفتند و به پرسشنامه تنظیم شناختی هیجان گارنفسکی و همکاران (2001)، آزمون استروپ (1935) و پرسشنامه اضطراب کتل (1975) پاسخ دادند. دادههای نیز با استفاده از تحلیل واریانس با اندازهگیری مکرر و آزمون تعقیبی بنفرونی و از طریق نرمافزار آماری spss-23 مورد تجزیهوتحلیل قرار گرفتند. یافتهها: آموزش حافظه فعال هیجانی بر بهبود تنظیم شناختی هیجان و عملکرد توجه و کاهش سطح اضطراب در فرزندان طلاق اثربخش است (05/0 >P). بحث و نتیجهگیری: مداخلات مبتنی بر حافظه فعال هیجانی میتوانند به عنوان روشی مؤثر برای بهبود توانمندیهای هیجانی و شناختی و کاهش پیامدهای روانی ناشی از طلاق والدین در این گروه آسیبپذیر مورد استفاده قرار گیرند.
Objective: The present study aimed to examine the effectiveness of emotional working memory training on cognitive emotion regulation, attention performance, and anxiety reduction in children of divorced parents. Method: The study employed a quasi-experimental design with a pretest-posttest and control group. The statistical population included all children of divorced parents enrolled at Shahid Madani University of Tabriz during the 1402–1401 academic year, who registered for participation following a public call. From the registered participants, 30 individuals were conveniently selected and assigned to two groups of 15 (experimental and control). Participants completed the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001), the Stroop Test (Stroop, 1935), and the Cattell Anxiety Questionnaire (Cattell, 1975). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests through SPSS-23 software. Results: Emotional working memory training significantly improved cognitive emotion regulation, enhanced attention performance, and reduced anxiety levels in children of divorced parents (p < .05). Conclusion: Interventions based on emotional working memory can serve as an effective approach to enhance emotional and cognitive capacities and mitigate the psychological consequences of parental divorce in this vulnerable population.
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