Title of article
Development of an Educational Model of Emotional Regulation Based on Gross Emotional Regulation (ERT), Emotional Schema Therapy (EST), and Emotional Transformation Therapy (ETT) and its Effectiveness in Internet Addiction with Different Roles of Brain/ Behavioral Systems
Author/Authors
Kheiripour ، Fataneh Department of Psychology - Islamic Azad University, Karaj Branch , Bahrami Hidaji ، Maryam Department of Psychology - Islamic Azad University, Karaj Branch , Mohammadi Shirmahaleh ، Fatemeh Clinical Cares and Health Promotion Research Center - Islamic Azad University, Karaj Branch , Rafezi ، Zohreh Clinical Psychology Department - Faculty of Psychology and Education - Allameh Tabataba i University , Asgharpour ، Mania Department of Psychology - Islamic Azad University, Karaj Branch
From page
35
To page
45
Abstract
Background: Several studies have linked emotion regulation difficulties to Internet addiction. Objectives: The present study aimed to develop an educational model of emotional regulation based on Gross emotional regulation (ERT), Emotional Schema Therapy (EST), and Emotional Transformation Therapy (ETT) and assess its effectiveness in internet addiction with different roles of brain/behavioral systems. Methods: The current study employed the pretest-posttest control group quasi-experimental design with a three-month follow-up. The target population for this study consisted of all secondary school students in Islamshahr, Iran, who used the Internet in the second half of 2021. The sample size consisted of 100 subjects who were randomly selected by purposive sampling and placed in three experimental and control groups (Activation System (BAS), Inhibition System (BIS), and Fight-Fight-Freeze System (FFFS) groups). The data collection instruments included a revised questionnaire from Jackson’s (2009), Reinforcement Sensitivity Theory (r-RST), and Young’s Internet Addiction Test (2007). Univariate covariance analysis was performed using SPSS software (version 26). Results: As evidenced by the obtained results, emotion regulation training reduced the Internet addiction score in the experimental group (P=0.001; F=71.262). In addition, the effect size of emotional regulation training on internet addiction was 0.811%. In addition, by controlling the pretest score, emotion regulation training reduced the internet addiction score in the experimental group (P=0.001; F=71.141). Conclusion: Emotion regulation training for students leads to increased awareness of emotional understanding and acceptance, identification of anxiety-provoking situations, change of emotional response, and less tendency for Internet addiction.
Keywords
Brain and behavior systems , Emotional Regulation , Internet Addiction
Journal title
Razavi International Journal of Medicine
Journal title
Razavi International Journal of Medicine
Record number
2778851
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