Volume 6, Issue 3 (September 2024)
IEEPJ 2024, 6(3): 121-140 |
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Jafari goloche A, Yosefi E, Khajepoor L. (2024). Comparing the Effectiveness of Cognitive-Behavioral Therapy and Emotional Schema Therapy on Difficulties in Emotion Regulation and Positive and Negative Affect in Students with Anxiety Disorders. IEEPJ. 6(3), 121-140.
URL: http://ieepj.hormozgan.ac.ir/article-1-645-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-645-en.html
1- PhD student in Educational Psychology, Islamic Azad University, Qeshm, Iran
2- Assistant Professor, Department of Psychology, Islamic Azad University, Qeshm, Iran ,emad.yousefi.30@gmail.com
3- Assistant Professor, Department of Education, Islamic Azad University, Qeshm, Iran
2- Assistant Professor, Department of Psychology, Islamic Azad University, Qeshm, Iran ,
3- Assistant Professor, Department of Education, Islamic Azad University, Qeshm, Iran
Abstract: (3001 Views)
Objective: The objective of the present investigation was to evaluate the comparative efficacy of cognitive-behavioral therapy and emotional schema therapy on difficulties in emotion regulation and positive and negative affect among students diagnosed with anxiety disorders in the urban context of Sari.
Methods: The current study was classified as applied research, and utilized a quasi-experimental design featuring pre-test and post-test assessments alongside a control group. The research sample comprised 45 students who had been clinically diagnosed with anxiety disorders by the psychologist affiliated with the consultation center of the Sari Education Department. Participants were randomly assigned to three distinct groups (first experimental group: 15 individuals; second experimental group: 15 individuals; control group: 15 individuals). The first experimental cohort underwent training in the CBT, whereas the second experimental cohort engaged in the EST, with the control group receiving no specialized intervention. Data collection was conducted utilizing the Emotion Regulation Questionnaire in conjunction with the Positive and Negative Affect Schedule (PANAS). The analysis of the collected data was executed using SPSS software, encompassing analysis of covariance.
Results: The findings indicated that while both therapeutic modalities demonstrated effectiveness, EST exhibited superior efficacy compared to CBT in alleviating difficulties in emotion regulation. Furthermore, additional findings revealed that EST proved to be more effective in enhancing positive and negative affect than CBT.
Conclusions: The results substantiate the efficacy of emotion-focused interventions concerning the emotional states and affective experiences of students diagnosed with anxiety disorders.
Methods: The current study was classified as applied research, and utilized a quasi-experimental design featuring pre-test and post-test assessments alongside a control group. The research sample comprised 45 students who had been clinically diagnosed with anxiety disorders by the psychologist affiliated with the consultation center of the Sari Education Department. Participants were randomly assigned to three distinct groups (first experimental group: 15 individuals; second experimental group: 15 individuals; control group: 15 individuals). The first experimental cohort underwent training in the CBT, whereas the second experimental cohort engaged in the EST, with the control group receiving no specialized intervention. Data collection was conducted utilizing the Emotion Regulation Questionnaire in conjunction with the Positive and Negative Affect Schedule (PANAS). The analysis of the collected data was executed using SPSS software, encompassing analysis of covariance.
Results: The findings indicated that while both therapeutic modalities demonstrated effectiveness, EST exhibited superior efficacy compared to CBT in alleviating difficulties in emotion regulation. Furthermore, additional findings revealed that EST proved to be more effective in enhancing positive and negative affect than CBT.
Conclusions: The results substantiate the efficacy of emotion-focused interventions concerning the emotional states and affective experiences of students diagnosed with anxiety disorders.
Keywords: Cognitive-behavioral therapy, Emotional schema therapy, Emotion regulation, Positive and negative Affect, Anxiety disorders.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2023/01/31 | Accepted: 2023/04/17 | Published: 2024/09/1
Received: 2023/01/31 | Accepted: 2023/04/17 | Published: 2024/09/1
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