Volume 7, Issue 3 (September 2025)                   IEEPJ 2025, 7(3): 0-0 | Back to browse issues page

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Mandani M, Baloot A. (2025). The Effectiveness of Mindfulness-Based Cognitive Therapy on Adaptive Cognitive Emotion Regulation Strategies in Individuals with Generalized Anxiety Disorder. IEEPJ. 7(3),
URL: http://ieepj.hormozgan.ac.ir/article-1-968-en.html
1- MA in Clinical Psychology, Department of Clinical Psychology, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran
2- Assistant Professor of Clinical Psychology, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran , edu.techer@yahoo.com
Abstract:   (31 Views)
Objective: The present study aimed to investigate the effectiveness of mindfulness-based cognitive therapy (MBCT) on maladaptive cognitive emotion regulation strategies in individuals with generalized anxiety disorder (GAD) who referred to counseling centers in Dezful.
Methods: The study sample consisted of 30 individuals with GAD, selected through convenience sampling and randomly assigned to experimental (n = 15) and control (n = 15) groups. The research design was a clinical trial with a pre-test, post-test, and control group. Data were collected using the Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2002). The experimental group received 10 sessions of MBCT based on Segal et al. (2002). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including univariate and multivariate analysis of covariance (ANCOVA and MANCOVA).
Results: Findings revealed that MBCT significantly increased positive refocusing/planning (F = 125.27, p < 0.001), positive reappraisal/broader perspective (F = 96.62, p < 0.001), acceptance (F = 47.99, p < 0.001), and the total score of adaptive cognitive emotion regulation strategies (F = 406.81, p < 0.001) in individuals with GAD.
Conclusions: The results indicated that MBCT enhances adaptive cognitive emotion regulation strategies in individuals with generalized anxiety disorder.
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Type of Study: Original | Subject: Educational Psychology
Received: 2024/08/8 | Accepted: 2025/01/19 | Published: 2025/09/1

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