اثربخشی آموزش حافظه کاری هیجانی بر کنترل شناختی و تنظیم هیجان در نوجوانان با گرایش به رفتارهای پرخطر

زمینه و هدف: هدف از پژوهش حاضر بررسی اثربخشی آموزش حافظه کاری هیجانی بر کنترل شناختی و تنظیم هیجان در نوجوانان با گرایش به رفتارهای پرخطر بود.روش کار: این پژوهش در دسته پژوهش‌های نیمه آزمایشی همراه با گروه کنترل و از نوع پیش‌آزمون و پس‌آزمون قرار داشت. به‌منظور اجرای این پژوهش 30 نفر از دانش‌آموزانی که نمره‌ی آن‌ها فراتر از خط برش پرسشنامه گرایش به رفتارهای پرخطر زاده محمدی و احمدآبادی (1387) بود به‌صورت نمونه‌گیری در دسترس انتخاب شدند و به‌صورت تصادفی در دو گروه 15 نفره کنترل و آزمایش قرار گرفتند. نوجوانان گروه آزمایش طی 20 جلسه فردی تحت آموزش حافظه کاری هیجانی قرار گرفتند و افراد گروه کنترل هیچ مداخله‌ای دریافت نکردند. همه‌ی این افراد قبل و بعد از آموزش در دو مرحله پیش‌آزمون و پس‌آزمون با پرسشنامه تنظیم هیجان گروس و جان(2003) و آزمون (go/no-go) ارزیابی شدند. داده‌های جمع‌آوری‌شده با استفاده از روش تحلیل کوواریانس چندگانه مانکوا به‌وسیله نسخه 28 نرم‌افزار spss مورد تجزیه ‌و تحلیل قرار گرفت.یافته‌ها: یافته‌های پژوهش نشان داد تفاوت معناداری بین گروه‌های کنترل و آزمایش در سرعت واکنش  (0.01>p & 0.89 = β) و همچنین بهبود مهارت‌های تنظیم هیجان مثبت (0.01>p & 0.89 =β) و منفی (0.01>p & 0.89 =β) در آزمودنی‌ها شده است. نتیجه‌گیری: با توجه به نتایج پژوهش حاضر می‌توان گفت آموزش حافظه کاری هیجانی درمان مناسبی برای افزایش کنترل شناختی و بهبود تنظیم هیجان نوجوانان با گرایش به رفتارهای پرخطر می‌باشد.

the effectiveness of emotional working memory training on cognitive control and emotion regulation in adolescents with a tendency to risky behaviors

background & aims: adolescence is a transition period that is associated with physical, emotional and psychological changes and developments, and in which children are at greater risk for certain behaviors, including drug use, risky sexual behavior, and behavioral adjustment problems (1). engaging in these risky behaviors and adjustment problems at an early age is particularly problematic because it is associated with many negative outcomes later in life, including pregnancy and adult substance or alcohol abuse (2). researchers believe that risky behaviors are one of the most important factors that affect people's physical, social and psychological health (7). therefore, the mechanisms that explain the various traumas during adolescence are said to pinpoint the protective factors that prevent the development of high-risk behaviors. it is one of the most important mechanisms for brain development processes; during adolescence, neural development is characterized by long-term growth of frontal brain regions and earlier and faster development of limbic systems (9). the joint development of these two systems and their inability precede risky behaviors during adolescence, because maturation in the prefrontal regions enables diagnostic control and regulates decision-making behavior to overcome inappropriate responses. its growth is associated with defects in cognitive control and causes high-risk behaviors (10). on the other hand, a series of researches and other studies indicate that high-risk behaviors may also be caused by emotion regulation processes (14). agents who use negative emotional regulation strategies and suppress their emotional responses are prone to tend to risky behaviors in order to self-control their emotional states (17). among the treatments that have recently received a lot of attention for the advancements of the nerves is emotional working memory training, which can be effective in improving cognition and regulation of affective sciences (19, 26, 29). however, due to the fact that less researches have investigated the effectiveness of working memory training to control cognition and emotional regulation in adolescents with a tendency to risky behaviors, the purpose of this research is to investigate the effect of emotional working memory training on cognitive control and regulation. excitement in teenagers tends to risky behaviors.methods: for the implementation of this research, which was in the category of semi-experimental research with a control group and of pre-test and post-test type, 30 adolescent boys who had the minimum cut-off score of the questionnaire tending to risky behaviors and other entry criteria were selected as available. they were divided into two groups of 15 people, experimental and control. the experimental group underwent 20 sessions of emotional working memory training, but the control group did not receive any intervention. all of these people were evaluated before and after the training in two stages, pre-test and post-test, with gross and jan (2003) emotion regulation questionnaire and (go/no-go) test. the collected data were analyzed using the mancova multiple covariance analysis method by spss software version 28. the tools of this research include iranian adolescents' risk-taking scale, emotion regulation questionnaire and test (go/no-go). to train emotional working memory in this research, emotional memory training software based on the protocol described by schweizer et al. was used (20).