Volume 23, Issue 11 (3-2025)
JRUMS 2025, 23(11): 990-1006 |
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Ethics code: IR.IAU.Z.REC.1402.092
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Mostafaei F, Nazari F, Moyedfar H. Development of an Emotional Regulation Training Package Based on Micro Learning Strategy and Its Effectiveness on Cognitive Load and Behavior Inhibition of Adolescents. JRUMS 2025; 23 (11) :990-1006
URL: http://journal.rums.ac.ir/article-1-7463-en.html
URL: http://journal.rums.ac.ir/article-1-7463-en.html
Islamic Azad University, Zanjan branch, Zanjan, Iran
Abstract: (359 Views)
Background and Objectives: Cognitive load regulation is a desirable metacognitive skill that can enhance learning attitudes. Inhibition, as one of the most important components of executive cognitive functions, plays a significant role in adolescents' performance. The current study aimed to develop an emotion regulation training package based on metacognitive learning strategy and examine its effectiveness on cognitive load and behavioral inhibition of junior high school students.
Materials and Methods: The research employed a mixed-method design. A qualitative approach using document analysis and a quantitative pretest-posttest design with follow-up were utilized. Electronic content production was carried out based on the CAMP model and an educational package was developed in 8 sessions. Ten experts validated the educational package using the Content Validity Index (CVI) by Waltz and Bassel (1981). In the quantitative phase, students were conveniently selected and randomly assigned to control and experimental groups (each group consisting of 25 individuals). The experimental group received emotion regulation training in 8 sessions, while the control group did not receive any intervention. Data collection was done utilizing the Kelpsch et al.’s (2017) Cognitive Load Questionnaire and Carver and White's (1994) Behavioral Inhibition Questionnaire. The data were analyzed using two-way repeated measures analysis of variance.
Results: The results indicated that the CVI score of the developed package was above 0.79. Emotion regulation training based on metacognitive learning strategy led to a reduction in cognitive load (F=17.861, p<0.001) and behavioral inhibition (F=42.760, p<0.001).
Conclusion: School psychologists and counselors can utilize the developed and standardized educational model to reduce cognitive load and behavioral inhibition in students.
Keywords: Metacognitive learning strategy, Cognitive load, Behavioral inhibition
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Islamic Azad University, Zanjan Branch, approved the study (IR.IAU.Z.REC.1402.092).
Authors’ contributions:
- Conceptualization: Farzaneh Mostafaei, Homam Moyedfar
- Methodology: Farzaneh Mostafaei, Fatemeh Nazari, Homam Moyedfar
- Data collection: Farzaneh Mostafaei
- Formal analysis: Farzaneh Mostafaei, Homam Moyedfar
- Supervision: Farzaneh Mostafaei, Homam Moyedfar
- Project administration: Fatemeh Nazari
- Writing - original draft: Farzaneh Mostafaei
- Writing - review & editing: Farzaneh Mostafaei, Fatemeh Nazari, Homam Moyedfar
Materials and Methods: The research employed a mixed-method design. A qualitative approach using document analysis and a quantitative pretest-posttest design with follow-up were utilized. Electronic content production was carried out based on the CAMP model and an educational package was developed in 8 sessions. Ten experts validated the educational package using the Content Validity Index (CVI) by Waltz and Bassel (1981). In the quantitative phase, students were conveniently selected and randomly assigned to control and experimental groups (each group consisting of 25 individuals). The experimental group received emotion regulation training in 8 sessions, while the control group did not receive any intervention. Data collection was done utilizing the Kelpsch et al.’s (2017) Cognitive Load Questionnaire and Carver and White's (1994) Behavioral Inhibition Questionnaire. The data were analyzed using two-way repeated measures analysis of variance.
Results: The results indicated that the CVI score of the developed package was above 0.79. Emotion regulation training based on metacognitive learning strategy led to a reduction in cognitive load (F=17.861, p<0.001) and behavioral inhibition (F=42.760, p<0.001).
Conclusion: School psychologists and counselors can utilize the developed and standardized educational model to reduce cognitive load and behavioral inhibition in students.
Keywords: Metacognitive learning strategy, Cognitive load, Behavioral inhibition
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Islamic Azad University, Zanjan Branch, approved the study (IR.IAU.Z.REC.1402.092).
Authors’ contributions:
- Conceptualization: Farzaneh Mostafaei, Homam Moyedfar
- Methodology: Farzaneh Mostafaei, Fatemeh Nazari, Homam Moyedfar
- Data collection: Farzaneh Mostafaei
- Formal analysis: Farzaneh Mostafaei, Homam Moyedfar
- Supervision: Farzaneh Mostafaei, Homam Moyedfar
- Project administration: Fatemeh Nazari
- Writing - original draft: Farzaneh Mostafaei
- Writing - review & editing: Farzaneh Mostafaei, Fatemeh Nazari, Homam Moyedfar
Type of Study: Research |
Subject:
Psychiatry
Received: 2024/07/31 | Accepted: 2025/02/5 | Published: 2025/03/20
Received: 2024/07/31 | Accepted: 2025/02/5 | Published: 2025/03/20
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