Volume 7, Issue 3 (September 2025)
IEEPJ 2025, 7(3): 0-0 |
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Seyed Ghandi M S, Saberi H, Mirhashmi M. (2025). Comparison of the Effectiveness of Emotion Regulation and Logotherapy on Rumination in Adolescents with Anxiety Disorders. IEEPJ. 7(3),
URL: http://ieepj.hormozgan.ac.ir/article-1-1016-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1016-en.html
1- PhD Student, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2- Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran ,hayedesaberi@yahoo.com
3- Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2- Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran ,
3- Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
Abstract: (25 Views)
Objective: The present study was conducted with the aim of comparing the effectiveness of emotion regulation and logotherapy on rumination in adolescents with anxiety disorders.
Methods: This research employed a quasi-experimental design with a pretest–posttest and control group. Data were collected using the Rumination Questionnaire (Nolen-Hoeksema & Morrow, 1991) and the Screen for Child Anxiety Related Emotional Disorders (Birmaher, 1999). For the interventions, the emotion regulation training package was based on the theoretical model of Garnefski and Kraaij (2007), and the logotherapy package was based on Frankl’s theory (1959). Data analysis was performed using SPSS version 22, applying mixed analysis of covariance at a significance level of 0.05.
Results: The findings revealed that the rumination scores of the experimental groups significantly decreased from pretest to posttest. Although there was a slight increase at follow-up, the scores remained lower compared to the pretest. Moreover, post hoc analysis showed no significant differences in mean rumination scores between the emotion regulation and logotherapy groups. In other words, both interventions were equally effective in reducing rumination.
Conclusions: Both emotion regulation and logotherapy can reduce rumination in adolescents with anxiety disorders, with no significant difference in their effectiveness.
Methods: This research employed a quasi-experimental design with a pretest–posttest and control group. Data were collected using the Rumination Questionnaire (Nolen-Hoeksema & Morrow, 1991) and the Screen for Child Anxiety Related Emotional Disorders (Birmaher, 1999). For the interventions, the emotion regulation training package was based on the theoretical model of Garnefski and Kraaij (2007), and the logotherapy package was based on Frankl’s theory (1959). Data analysis was performed using SPSS version 22, applying mixed analysis of covariance at a significance level of 0.05.
Results: The findings revealed that the rumination scores of the experimental groups significantly decreased from pretest to posttest. Although there was a slight increase at follow-up, the scores remained lower compared to the pretest. Moreover, post hoc analysis showed no significant differences in mean rumination scores between the emotion regulation and logotherapy groups. In other words, both interventions were equally effective in reducing rumination.
Conclusions: Both emotion regulation and logotherapy can reduce rumination in adolescents with anxiety disorders, with no significant difference in their effectiveness.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/02/18 | Accepted: 2025/05/23 | Published: 2025/09/1
Received: 2025/02/18 | Accepted: 2025/05/23 | Published: 2025/09/1
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