Effectiveness of Cognitive Emotion Regulation Strategies Training on Cognitive Flexibility in Deaf Students

Document Type : Original Article

Authors

1 Corresponding author: Assistant Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 M.A. in Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

Abstract

Aim: The aim of the present research was to investigate of the effectiveness of cognitive emotion regulation strategies training on cognitive flexibility in deaf students. Method: This study was a quasi-experimental study with pre-test, post-test design and control group. The participants were 28 deaf students from Mir School in Isfahan City in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 14 students who were assigned randomly. The experiment group participated in 8 sessions of cognitive emotion regulation strategies training (two times a week; each session lasted 50 minutes), while the control group did not. The tool used was Dennis & VanderWal’s Cognitive Flexibility Inventory (2010). Univariate analysis of covariance was used by SPSS24 for analyzing the data. Results:The results showed that cognitive emotion regulation strategies training had a significant effect on the cognitive flexibility of deaf students. Conclusion:Cognitive emotion regulation strategies training can increase cognitive flexibility of deaf students. Therefore, it is recommended that this program be used for improvement of cognitive flexibility in deaf students.

Keywords

References

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History

  • Receive Date: 05 November 2019
  • Accept Date: 05 November 2019

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