The Effectiveness of Emotion Regulation Training on Emotional Regulation, Emotional Balance, and Skilled Fluid Intelligence of Male Students with Attention Deficit Disorder in the Second Year of Elementary School in Tehran
Keywords:
Emotion regulation training, emotional balance, skilled fluid intelligence of students with attention deficit disorderAbstract
Objective: The present study aimed to determine the effectiveness of emotion regulation training on emotional regulation, emotional balance, and fluid intelligence among male students with attention deficit disorder in the second year of elementary school in Tehran.
Methods and Materials: The study employed a semi-experimental pretest–posttest design with a control group and a three-month follow-up period. The statistical population consisted of all male elementary school students with attention deficit disorder in Tehran during the 1404–1405 academic year. Thirty participants were selected through multistage cluster random sampling and randomly assigned to experimental and control groups. Research instruments included the Emotion Regulation Questionnaire for Children and Adolescents by John and Gross (2004), the Emotional Balance Scale by Diener et al. (2010), the Skilled Fluid Intelligence Test, and the Attention Deficit Disorder Questionnaire developed by Saadati Shamir and Zahmatkesh (1403). The experimental group participated in eight weekly 90-minute emotion regulation training sessions, and data were collected at pretest, posttest, and follow-up stages.
Findings: Repeated measures analysis of variance indicated that emotion regulation training significantly improved emotional reappraisal and reduced emotional suppression among students with attention deficit disorder (p<0.001). Significant improvements were also observed in emotional balance scores for the experimental group during posttest and follow-up stages. Furthermore, the findings demonstrated a significant increase in fluid intelligence among participants in the experimental group compared with the control group, and these effects remained stable during the follow-up phase.
Conclusion: The findings suggest that emotion regulation training is an effective intervention for improving emotional regulation, enhancing emotional balance, and increasing fluid intelligence in students with attention deficit disorder. This approach may contribute to better psychological adjustment and academic functioning through strengthening emotional and cognitive skills.
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Copyright (c) 2025 Mohammad Timajchi, Asieh Razzaghi, Shaghayegh Sherafat, Mohammad Hossein Zelli, Ali Saberikia (Author)
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