comparison the effectiveness of cognitive-behavioral and psycho-educational interventions on affective control in students with love addiction

Aim: in recent years, cognitive-behavioral and psychoeducational interventions have been utilized in the treatment of love addiction (la). hence, the present study aimed to investigate the effectiveness of cognitive-behavioral and psycho-educational interventions on affective control of girl students with la.methods: the present study was semi-experimental research conducted using a pretest-posttest design with the control group and a 3-month follow-up phase. the study population consisted of 414 undergraduate students of guilan university in 2023-2024. from among 120 female undergraduate students with scores higher than 16 on the love addiction questionnaire, 30 students were randomly selected and placed into two experimental groups (each with 10 participants) and one control group (with 10 participants). both groups completed peabody's love addiction questionnaire (2005) and williams' affective control questionnaire (1997) as the pre-test. after ten sessions (two 45-minute sessions per week for five weeks) of cognitive-behavioral and psycho-educational interventions, the post-test was performed for the groups. the data were analyzed using descriptive statistical methods, including mean and standard deviation and inferential statistics including variance with repeated measures analysis through the spss- 26 software.results: the study participants included 30 single girls. the mean age of the participants in the experimental and control groups was 0.99± 20.60, 1.49 ±22.00, 1.13 ±20.80, respectively. the results of the variance with repeated measures analysis indicated a significant difference in the mean scores of affective control from the pre-test to the post-test stage between the experimental group and the control group (p = 0.001). specifically, in the experimental groups, the mean total score of affective control in the pre-test and post-test phases (cognitive-behavioral group) was equal to 151.70 and 118.10, 150.20 and 110.30 (psycho-educational group) respectively, while these values in the control group in the pre-test and post-test phases were 151.50 and 150.10, respectively. also, in the experimental groups, the scores of four sub-scales of anger, depressed mood, anxiety, and positive affect revealed significant differences between the post-test stage and the pre-test stage (p =0.001). therefore, the cognitive-behavioral and psycho-educational interventions was effective in improving the affective control of the student with la. the results of ben-farooni's post hoc test indicated that there is no difference between the effectiveness of two cognitive-behavioral and psychological-educational interventions.conclusion: based on the results of the present study, it can be concluded that cognitive-behavioral and psycho-educational interventions can be utilized to increasing the construct of affective control in individuals with la. both interventions have an equal effectiveness on enhancing the construct of affective control. aim: in recent years, cognitive-behavioral and psychoeducational interventions have been utilized in the treatment of love addiction (la). hence, the present study aimed to investigate the effectiveness of cognitive-behavioral and psycho-educational interventions on affective control of girl students with la.methods: the present study was semi-experimental research conducted using a pretest-posttest design with the control group and a 3-month follow-up phase. the study population consisted of 414 undergraduate students of guilan university in 2023-2024. from among 120 female undergraduate students with scores higher than 16 on the love addiction questionnaire, 30 students were randomly selected and placed into two experimental groups (each with 10 participants) and one control group (with 10 participants). both groups completed peabody's love addiction questionnaire (2005) and williams' affective control questionnaire (1997) as the pre-test. after ten sessions (two 45-minute sessions per week for five weeks) of cognitive-behavioral and psycho-educational interventions, the post-test was performed for the groups. the data were analyzed using descriptive statistical methods, including mean and standard deviation and inferential statistics including variance with repeated measures analysis through the spss- 26 software.results: the study participants included 30 single girls. the mean age of the participants in the experimental and control groups was 0.99± 20.60, 1.49 ±22.00, 1.13 ±20.80, respectively. the results of the variance with repeated measures analysis indicated a significant difference in the mean scores of affective control from the pre-test to the post-test stage between the experimental group and the control group (p = 0.001). specifically, in the experimental groups, the mean total score of affective control in the pre-test and post-test phases (cognitive-behavioral group) was equal to 151.70 and 118.10, 150.20 and 110.30 (psycho-educational group) respectively, while these values in the control group in the pre-test and post-test phases were 151.50 and 150.10, respectively. also, in the experimental groups, the scores of four sub-scales of anger, depressed mood, anxiety, and positive affect revealed significant differences between the post-test stage and the pre-test stage (p =0.001). therefore, the cognitive-behavioral and psycho-educational interventions was effective in improving the affective control of the student with la. the results of ben-farooni's post hoc test indicated that there is no difference between the effectiveness of two cognitive-behavioral and psychological-educational interventions.conclusion: based on the results of the present study, it can be concluded that cognitive-behavioral and psycho-educational interventions can be utilized to increasing the construct of affective control in individuals with la. both interventions have an equal effectiveness on enhancing the construct of affective control.