ابوالفضل بخشی پور

Purpose: Students with social anxiety have many problems in the cognitive emotion regulation. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the cognitive emotion regulation of students with social anxiety. Methodology: This research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was female senior high school with social anxiety in governmental schools of Ashkhane city in the academic years of 2022-2023. In this study, 45 people were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained in 10 sessions of 90 minute separately and as a group with dialectical behavior therapy and transactional behavior analysis methods, and the control group remained on the waiting list for training. The research tool was Connor et al social anxiety inventory (2000) and Garnefski and Kraaij cognitive emotion regulation questionnaire (1996), and the data obtained from their implementation were analyzed by methods of analysis variance with repeated measure and Bonferroni post hoc test in SPSS version 25 software. Findings: The findings showed that there was a significant difference between the groups in terms of improving cognitive emotion regulation of students with social anxiety, and both methods of dialectical behavior therapy and transactional behavior analysis in compared to the control group significantly improved their cognitive emotion regulation in the post-test and follow-up stages (P<0.05). ). Also, there was no significant difference between the both methods of dialectical behavior therapy and transactional behavior analysis in improve of cognitive emotion regulation of students with social anxiety (P>0.05). Conclusion: According to the results of this study, therapists, counselors, and psychologists can use dialectical behavior therapy and transactional behavior analysis along with other treatment methods to improve the cognitive emotion regulation of students.

Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students. Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors. Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination. Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.