Journal of Health And Care
Volume 24, Issue 1 (Spring 2022)
JHC 2022, 24(1): 64-75 |
Back to browse issues page
Ethics code: IR.IAU.ARDABIL.REC.1400.057
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Parvin N, Zarei H, Taklavi S. The Effect of Gross Model Emotion Regulation Intervention on Educational Adaptation and Health Anxiety of Adolescents with Families Affected by Covid-19. JHC 2022; 24 (1) :64-75
URL: http://hcjournal.arums.ac.ir/article-1-1371-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1371-en.html
Department of Psychology, khoy Branch, Islamic Azad University, khoy, Iran
Abstract: (894 Views)
Background & aim: Among the negative consequences of the Covid-19 disease among adolescent family members is the creation of educational adjustment problems and health anxiety.
Therefore,the present study was conducted with the aim of determining the effect of the Gross model emotion regulation intervention on educational adaptation and health anxiety of adolescents with families affected by Covid-19.
Methods: The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 40 people (20 in the experimental group and 20 in the control group) from the statistical population who were selected by available sampling method and randomly placed in the control and experimental groups. For the experimental group, 8 sessions of 90-minute emotion regulation sessions based on the Gross model were performed and the control group did not receive any treatment. The data were collected using Sinha and Singh's (1993) Educational Adaptation Questionnaire and Salkoskis et al.'s (2002) Short Health Anxiety Questionnaire and were analyzed by multivariate analysis of covariance using SPSS version 26 software.
Results: The average scores of educational adaptation in the stages before and after the intervention in the experimental group were 40.10 and 28.30, respectively, and in the control group, 39.75 and 39.93, respectively. Also, the average scores of health anxiety in the stages before and after the intervention in the experimental group were 43.30 and 32.15, respectively, and in the control group, 44.15 and 45.50, respectively. The results of covariance analysis showed that the mean of educational adaptation and health anxiety in the experimental group, after the emotion regulation intervention, has decreased significantly compared to the control group (p<0.01).
Conclusion: The results of this research indicate that the emotion regulation intervention has significantly improved educational adaptation and reduced health anxiety, so the use of this intervention is recommended for adolescents with families affected by Covid-19.
Therefore,the present study was conducted with the aim of determining the effect of the Gross model emotion regulation intervention on educational adaptation and health anxiety of adolescents with families affected by Covid-19.
Methods: The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 40 people (20 in the experimental group and 20 in the control group) from the statistical population who were selected by available sampling method and randomly placed in the control and experimental groups. For the experimental group, 8 sessions of 90-minute emotion regulation sessions based on the Gross model were performed and the control group did not receive any treatment. The data were collected using Sinha and Singh's (1993) Educational Adaptation Questionnaire and Salkoskis et al.'s (2002) Short Health Anxiety Questionnaire and were analyzed by multivariate analysis of covariance using SPSS version 26 software.
Results: The average scores of educational adaptation in the stages before and after the intervention in the experimental group were 40.10 and 28.30, respectively, and in the control group, 39.75 and 39.93, respectively. Also, the average scores of health anxiety in the stages before and after the intervention in the experimental group were 43.30 and 32.15, respectively, and in the control group, 44.15 and 45.50, respectively. The results of covariance analysis showed that the mean of educational adaptation and health anxiety in the experimental group, after the emotion regulation intervention, has decreased significantly compared to the control group (p<0.01).
Conclusion: The results of this research indicate that the emotion regulation intervention has significantly improved educational adaptation and reduced health anxiety, so the use of this intervention is recommended for adolescents with families affected by Covid-19.
Type of Study: quasi-experimental |
Subject:
Puberty health
Received: 2022/04/9 | Accepted: 2022/06/4 | Published: 2022/06/21
Received: 2022/04/9 | Accepted: 2022/06/4 | Published: 2022/06/21
References
1. Zhu H, Wei L, Niu P. The novel coronavirus outbreak in Wuhan, China. Global Health Research and Policy. 2020;5(1):1-3. [DOI:10.1186/s41256-020-00135-6] [PMID] [PMCID]
2. Rahbar Karbasdehi E, Rahbar Karbasdehi F. The impact of school closures due to coronavirus 2019 on children and adolescents. Educational Development of Judishapur. 2021;12(0):475-79 [Persian].
3. Li X, Tang X, Wu H, Wang M, Li L. COVID-19-related stressors and Chinese adolescents' adjustment: the moderating role of coping and online learning satisfaction. Frontiers in Psychiatry. 2021;12:241. [DOI:10.3389/fpsyt.2021.633523] [PMID] [PMCID]
4. Arslan G, Yıldırım M, Zangeneh M. Coronavirus anxiety and psychological adjustment in college students: exploring the role of college belongingness and social media addiction. International Journal of Mental Health and Addiction. 2022;20(3):1546-59. [DOI:10.1007/s11469-020-00460-4] [PMID] [PMCID]
5. Ghadiri F, Abdolmohammadi K, Ebrahimzade K. The role of big five-factor of personality and social adjustment in predicting students' educational procrastination. Educational and Scholastic Studies. 2020;9(2):117-35 [Persian].
6. Heydari M, Hosseinian S, Rasooli R. The relationship of thinking styles and academic adjustment with academic achievement in high school students. The Journal of New Thoughts on Education. 2016;12(3):157-82 [Persian].
7. Willems J, Van Daal T, Van Petegem P, Coertjens L, Donche V. Predicting freshmen's academic adjustment and subsequent achievement: differences between academic and professional higher education contexts. Frontline Learning Research. 2021;9(2):28-49. [DOI:10.14786/flr.v9i2.647]
8. Branje S, Morris AS. The impact of the COVID‐19 pandemic on adolescent emotional, social, and academic adjustment. Journal of Research on Adolescence. 2021;31(3):486-99. [DOI:10.1111/jora.12668] [PMID] [PMCID]
9. Mahapatra A, Sharma P. Education in times of COVID-19 pandemic: academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry. 2021;67(4):397-99. [DOI:10.1177/0020764020961801] [PMID]
10. Maiya S, Dotterer AM, Whiteman SD. Longitudinal changes in adolescents' school bonding during the COVID‐19 pandemic: individual, parenting, and family correlates. Journal of Research on Adolescence. 2021;31(3):808-19. [DOI:10.1111/jora.12653] [PMID] [PMCID]
11. Salmela-Aro K, Upadyaya K, Vinni-Laakso J, Hietajärvi L. Adolescents' longitudinal school engagement and burnout before and during COVID‐19- the role of socio-emotional skills. Journal of Research on Adolescence. 2021;31(3):796-807. [DOI:10.1111/jora.12654] [PMID] [PMCID]
12. Klootwijk CL, Koele IJ, van Hoorn J, Güroğlu B, van Duijvenvoorde AC. Parental support and positive mood buffer adolescents' academic motivation during the COVID‐19 pandemic. Journal of Research on Adolescence. 2021;31(3):780-95. [DOI:10.1111/jora.12660] [PMID] [PMCID]
13. Qin J, Ding Y, Gao J, Wu Y, Lv H, Wu J. Effects of COVID-19 on mental health and anxiety of adolescents aged 13-16 years: a comparative analysis of longitudinal data from China. Frontiers in Psychiatry. 2021;12:1243. [DOI:10.3389/fpsyt.2021.695556] [PMID] [PMCID]
14. Ferro MA, Meyer SB, Yessis J, Reaume SV, Lipman E, Gorter JW. COVID-19-related psychological and psychosocial distress among parents and youth with physical illness: a longitudinal study. Frontiers in Psychiatry. 2021:1829. [DOI:10.3389/fpsyt.2021.761968] [PMID] [PMCID]
15. Horesh D, Brown AD. Traumatic stress in the age of COVID-19: a call to close critical gaps and adapt to new realities. Psychological Trauma: Theory, Research, Practice, and Policy. 2020;12(4):331. [DOI:10.1037/tra0000592] [PMID]
16. Barbek R, Makowski AC, von dem Knesebeck O. Social inequalities in health anxiety: a systematic review and meta-analysis. Journal of Psychosomatic Research. 2021;18:110706. [DOI:10.1016/j.jpsychores.2021.110706] [PMID]
17. Norbye AD, Abelsen B, Førde OH, Ringberg U. Health anxiety is an important driver of healthcare use. BMC Health Services Research. 2022;22(1):1-2. [DOI:10.1186/s12913-022-07529-x] [PMID] [PMCID]
18. Mohammadi MT, Shahyad S. Health anxiety during viral contagious diseases and COVID-19 outbreak: narrative review. Journal of Military Medicine. 2020;22(6):623-31 [Persian].
19. Alizadeh fard S. The prediction of cognitive emotion regulation strategies based on health anxiety and intolerance of uncertainty in outpatient with corona disease. Social Cognition. 2020;9(2):41-58 [Persian].
20. Tull MT, Barbano AC, Scamaldo KM, Richmond JR, Edmonds KA, Rose JP, Gratz KL. The prospective influence of COVID-19 affective risk assessments and intolerance of uncertainty on later dimensions of health anxiety. Journal of Anxiety Disorders. 2020;75:102290. [DOI:10.1016/j.janxdis.2020.102290] [PMID] [PMCID]
21. Nikčević AV, Marino C, Kolubinski DC, Leach D, Spada MM. Modelling the contribution of the big five personality traits, health anxiety, and COVID-19 psychological distress to generalised anxiety and depressive symptoms during the COVID-19 pandemic. Journal of Affective Disorders. 2021;279:578-84. [DOI:10.1016/j.jad.2020.10.053] [PMID] [PMCID]
22. Rodas JA, Jara-Rizzo MF, Greene CM, Moreta-Herrera R, Oleas D. Cognitive emotion regulation strategies and psychological distress during lockdown due to COVID‐19. International Journal of Psychology. 2022;57(3):315-24. [DOI:10.1002/ijop.12818] [PMID] [PMCID]
23. Dubey N, Podder P, Pandey D. Knowledge of COVID-19 and its influence on mindfulness, cognitive emotion regulation and psychological flexibility in the Indian community. Frontiers in Psychology. 2020;11:1-18. [DOI:10.3389/fpsyg.2020.589365] [PMID] [PMCID]
24. Gross JJ. Emotion regulation: current status and future prospects. Psychological Inquiry. 2015;26(1):1-26. [DOI:10.1080/1047840X.2014.940781]
25. Montana JI, Matamala-Gomez M, Maisto M, Mavrodiev PA, Cavalera CM, Diana B, et al. The benefits of emotion regulation interventions in virtual reality for the improvement of wellbeing in adults and older adults: a systematic review. Journal of Clinical Medicine. 2020;9(2):500. [DOI:10.3390/jcm9020500] [PMID] [PMCID]
26. Gross JJ, John OP. Wise emotion regulation. The wisdom in feeling: Psychological processes in emotional intelligence. The Guilford Press; 2002.
27. McRae K, Gross JJ. Emotion regulation. Emotion. 2020;20(1):1-9. [DOI:10.1037/emo0000703] [PMID]
28. Aldao A, Jazaieri H, Goldin PR, Gross JJ. Adaptive and maladaptive emotion regulation strategies: Interactive effects during CBT for social anxiety disorder. Journal of Anxiety Disorders. 2014;28(4):382-89. [DOI:10.1016/j.janxdis.2014.03.005] [PMID] [PMCID]
29. Taghipuor B, Basharpoor S, Hajilo N, Narimani M. The effectiveness of emotion regulation on anxiety sensitivity and worry of women with panic disorder. Journal of Psychological Studies. 2021;17(1):145-60 [Persian].
30. Dehghani Y, Hekmatian S, Kamran L. Effectiveness of emotional regulation training in improving adaptability and social adequacy of students with learning disabilities. Journal of Applied Psychology. 2019;13(2):229-50 [Persian].
31. Azarian R, Mahdian H, Jajarmi M. Comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. Journal of Research in Educational Science. 2020;14(Special Issue):483-94 [Persian].
32. Karimi J, Homayouni A, Homayouni F. The prediction of health anxiety based on experiential avoidance and anxiety sensitivity among non-clinical population . Journal of Research in Psychological Health. 2019;12(4):66-79 [Persian].
33. Sinha AK, Singh RP. The adjustment Inventory for school students (AISS). Agra (India): National Psychological Corporation; 1993.
34. Danesh E, Saliminia N, Falahati H, Sabeghi L, Shamshiri M. Effectiveness of group problem solving skill training on adaptive behavior of maladaptive teenage girls. Journal of Applied Psychology. 2014;8(3):23-40 [Persian].
35. Salkovskis PM, Rimes KA, Warwick HM, Clark DM. The health anxiety inventory: development and validation of scales for the measurement of health anxiety and hypochondriasis. Psychological Medicine. 2002;32(5):843-53. [DOI:10.1017/S0033291702005822] [PMID]
36. Nargesi F, Izadi F, Kariminejad K, Rezaii Sharif A. The investigation of the reliability and validity of Persian version of health anxiety questionnaire in students of Lorestan University of Medical Sciences. Quarterly of Educational Measurement. 2017;7(27):147-60 [Persian].
37. Gross JJ. Handbook of emotion regulation. Guilford publications; 2013.
38. Nourali H, Hajiyakhchali A, Shehniyailagh M, Maktabi G. The effects of teaching cognitive regulation of emotion strategies on social adjustment and well being of male gifted students. Journal of Psychological Achievements. 2018;25(2):91-110 [Persian].
39. Usán Supervía P, Quílez Robres A. Emotional regulation and academic performance in the academic context: the mediating role of self-efficacy in secondary education students. International Journal of Environmental Research and Public Health. 2021;18(11):5715. [DOI:10.3390/ijerph18115715] [PMID] [PMCID]
40. Karami A, Zabihi Z, Rasekhi Roshkhar M, Masumeh T. Investigating the role of emotion regulation and resilience in students' academic adjustment and quality of life during the Covid-19 pandemic. Journal of Research in Educational Science. 2022;15(55):133-42 [Persian].
41. Manzari Tavakoli V, Kadivar P, Hasanabadi H, Arabzadeh M. Effect of training on emotional processing strategies on academic adjustment of maladaptive students in Kerman. Journal of Psychological Science. 2018;17(66):246-58 [Persian].
42. Gharamaleki N, Porzoor P, Aghajani S, Narimani M. Effectiveness of emotion regulation training on reduction of anxiety, stress and depression symptoms among university students. Iranian Journal of Health Education and Health Promotion. 2015;3(1):5-13 [Persian].
43. Shayegh Borojeni B, Manshaee G, Sajjadian I. Comparing the effects of teen-centric mindfulness and emotion regulation trining on aggression and anxiety in type II with bipolar disorder female adolescent. Journal of Psychological Achievements. 2019;26(2):67-88 [Persian].
44. Alidoosti F, Jangi F, Shojaeifar S. The effectiveness of emotion regulation training based on Gross model on emotion regulation, anxiety and depression in mothers of children with intellectual disability. Journal of Family Psychology. 2021;7(1):69-80 [Persian].
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |