The Effectiveness of an Educational Intervention Based on Piaget's Approach on Emotion Regulation in Fourth-Grade Female Elementary Students

Document Type : Original Article

Authors

1 Department of Psychology and counselling, Farhangian University, Tehran, Iran

2 Master of Science in General Psychology, Islamic Azad University, Boroujen Branch, Iran

Abstract

Background and Objectives: The present study aimed to determine the effectiveness of an educational intervention based on Piaget's cognitive approach on emotion regulation among fourth-grade female elementary students in Boroujen. Methods: The research employed a quasi-experimental design. From all fourth-grade elementary students in Boroujen during the academic year 2021-2022, 30 participants who met the inclusion criteria were selected through purposive sampling and included in the study. Data were collected using the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) (2005). For data analysis, descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (multivariate analysis of covariance, MANCOVA) were used. Data analysis was performed using SPSS software, version 20. Findings: Studies have shown that educational interventions based on Piaget's approach can lead to significant improvements in emotion regulation. In this study, students who were trained using Piaget's educational methods showed significant improvements in emotion regulation compared to the control group. The obtained eta coefficients for emotion regulation components were as follows: emotion management (0.28), emotion reflection (0.32), and emotion understanding (0.19). Conclusion: Based on the results of the study, it can be concluded that educational interventions based on Piaget's approach can be used as an effective method to improve emotion regulation in students.

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