Volume 7, Issue 4 (12-2024)
Iranian Journal of Educational Sociology 2024, 7(4): 158-165 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Karimi Baghmalek A. (2024). Enhancing Emotional Adaptation and Working Memory through Cognitive-Emotional Training: A Study of English Language Learners. Iranian Journal of Educational Sociology. 7(4), 158-165. doi:10.61838/kman.ijes.7.4.16
URL: http://iase-idje.ir/article-1-1473-en.html
URL: http://iase-idje.ir/article-1-1473-en.html
Assistant Professor, Department of Counseling and Psychology, Farhangian University, Tehran, Iran.
Abstract: (620 Views)
Purpose: This study aimed to evaluate the effectiveness of cognitive-emotional training on emotional adaptation and working memory among students applying to learn English.
Methodology: A randomized controlled trial design was used with 30 participants from Shiraz, divided into an experimental group (n = 15) and a control group (n = 15). The experimental group underwent an eight-week cognitive-emotional training program. Emotional adaptation and working memory were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests.
Findings: For emotional adaptation, the ANOVA results indicated significant main effects of Time (F(2, 54) = 48.27, p < .001, partial η² = 0.64), Group (F(1, 27) = 93.59, p < .001, partial η² = 0.61), and a significant Time x Group interaction (F(2, 54) = 39.77, p < .001, partial η² = 0.59). Post-hoc Bonferroni tests showed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .049). For working memory, the ANOVA results also indicated significant main effects of Time (F(2, 54) = 74.36, p < .001, partial η² = 0.71), Group (F(1, 27) = 117.12, p < .001, partial η² = 0.68), and a significant Time x Group interaction (F(2, 54) = 44.91, p < .001, partial η² = 0.62). Bonferroni tests revealed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .036).
Conclusion: Cognitive-emotional training significantly enhances emotional adaptation and working memory in students learning English. These improvements were sustained over a five-month period, suggesting long-term benefits. Integrating such training into educational programs could improve academic outcomes and emotional well-being for language learners.
Methodology: A randomized controlled trial design was used with 30 participants from Shiraz, divided into an experimental group (n = 15) and a control group (n = 15). The experimental group underwent an eight-week cognitive-emotional training program. Emotional adaptation and working memory were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests.
Findings: For emotional adaptation, the ANOVA results indicated significant main effects of Time (F(2, 54) = 48.27, p < .001, partial η² = 0.64), Group (F(1, 27) = 93.59, p < .001, partial η² = 0.61), and a significant Time x Group interaction (F(2, 54) = 39.77, p < .001, partial η² = 0.59). Post-hoc Bonferroni tests showed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .049). For working memory, the ANOVA results also indicated significant main effects of Time (F(2, 54) = 74.36, p < .001, partial η² = 0.71), Group (F(1, 27) = 117.12, p < .001, partial η² = 0.68), and a significant Time x Group interaction (F(2, 54) = 44.91, p < .001, partial η² = 0.62). Bonferroni tests revealed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .036).
Conclusion: Cognitive-emotional training significantly enhances emotional adaptation and working memory in students learning English. These improvements were sustained over a five-month period, suggesting long-term benefits. Integrating such training into educational programs could improve academic outcomes and emotional well-being for language learners.
Keywords: Cognitive-emotional training, emotional adaptation, working memory, English language learners, educational psychology, emotional intelligence, cognitive training
Type of Study: Research Article |
Subject:
Special
Received: 2024/04/26 | Accepted: 2024/10/15 | Published: 2024/11/3
Received: 2024/04/26 | Accepted: 2024/10/15 | Published: 2024/11/3
References
1. Asadi Rajani, M. (2023). Investigating the Performance of Selective Attention and Working Memory in Adolescents Recovered from Acute Covid-19 with Normal Adolescents. International Journal of Education and Cognitive Sciences, 3(4), 44-51. [DOI:10.22034/injoeas.2023.357896.1036]
2. Barkus, E. (2020). Effects of Working Memory Training on Emotion Regulation: Transdiagnostic Review. PsyCh Journal, 9(2), 258-279. [DOI:10.1002/pchj.353] [PMID]
3. Bjertrup, A. J. (2024). Prenatal Affective Cognitive Training to Reduce the Risk of Postpartum Depression (PACT): Study Protocol for a Randomized Controlled Trial. Trials, 25(1). [DOI:10.1186/s13063-024-08316-1] [PMID] []
4. Cheng, C. P., Chan, S. S. M., Mak, A. N., Chan, W. C., Cheng, S. T., Shi, L., Wang, D., & Lam, L. C. W. (2015). Would Transcranial Direct Current Stimulation (tDCS) Enhance the Effects of Working Memory Training in Older Adults With Mild Neurocognitive Disorder Due to Alzheimer's Disease: Study Protocol for a Randomized Controlled Trial. Trials, 16(1). [DOI:10.1186/s13063-015-0999-0] [PMID] []
5. Goghari, V. M., & Lawlor-Savage, L. (2018). Self-Perceived Benefits of Cognitive Training in Healthy Older Adults. Frontiers in Aging Neuroscience, 10. [DOI:10.3389/fnagi.2018.00112] [PMID] []
6. Hoch, M., Doucet, G. E., Moser, D. A., Lee, W. H., Collins, K. A., Huryk, K. M., DeWilde, K. E., Fleysher, L., Iosifescu, D. V., Murrough, J. W., Charney, D. S., Frangou, S., & Iacoviello, B. M. (2019). Initial Evidence for Brain Plasticity Following a Digital Therapeutic Intervention for Depression. Chronic Stress, 3, 247054701987788. [DOI:10.1177/2470547019877880] [PMID] []
7. Hooker, C. I., Bruce, L., Fisher, M., Verosky, S. C., Miyakawa, A., & Vinogradov, S. (2012). Neural Activity During Emotion Recognition After Combined Cognitive Plus Social Cognitive Training in Schizophrenia. Schizophrenia Research, 139(1-3), 53-59. [DOI:10.1016/j.schres.2012.05.009] [PMID] []
8. Hsiao, C.-C., Lin, C. C., Cheng, C.-L., Chang, Y.-H., Lin, H.-Y., Wu, H.-C., & Cheng, C.-A. (2023). Self-Reported Beneficial Effects of Chinese Calligraphy Handwriting Training for Individuals With Mild Cognitive Impairment: An Exploratory Study. International journal of environmental research and public health, 20(2), 1031. [DOI:10.3390/ijerph20021031] [PMID] []
9. Iacoviello, B. M., Murrough, J. W., Hoch, M., Huryk, K. M., Collins, K. A., Cutter, G., Iosifescu, D. V., & Charney, D. S. (2018). A Randomized, Controlled Pilot Trial of the Emotional Faces Memory Task: A Digital Therapeutic for Depression. NPJ Digital Medicine, 1(1). [DOI:10.1038/s41746-018-0025-5] [PMID] []
10. Kahaki, F. (2024). The Effectiveness of Social-Cognitive Competence Skills Training on Positive Affects and Executive Functions of Adolescents. Journal of Psychological Dynamics in Mood Disorders (PDMD), 3(1), 222-233.
https://doi.org/10.61838/kman.pdmd.3.1.18 [DOI:10.22034/pdmd.2024.449900.1067]
11. Masoumparast, S., Zare Bahramabadi, M., Khoeini, F., & Moradi, H. (2019). A Causal Model of Psychological Well-being based on Social Capital through the Mediating role of Emotional Intelligence in Education Staff. iase-idje, 2(4), 134-142. [DOI:10.29252/ijes.2.4.134]
12. Mohkamkar, A., Shaterian, F., & Nikookar, A. (2024). The Effectiveness of Education based on Successful Intelligence on Emotional Self-Awareness and Academic Engagement of Secondary School Students. Sociology of Education, 10(1), 305-313. [DOI:10.22034/ijes.2024.2015018.1493]
13. Nejadi, S. (2022). Taekwondo Marital Arts Influence on Emotional Intelligence First High School Boys. Journal of Psychological Dynamics in Mood Disorders (PDMD), 1(1), 46-50. https://ijpdmd.com/article_185146_6a9cd3e41de4f508773c4c87ae895cfb.pdf
14. Onraedt, T., & Koster, E. H. W. (2014). Training Working Memory to Reduce Rumination. PLoS One, 9(3), e90632. [DOI:10.1371/journal.pone.0090632] [PMID] []
15. Peckham, A., & Johnson, S. L. (2018). Cognitive Control Training for Emotion-Related Impulsivity. Behaviour Research and Therapy, 105, 17-26. [DOI:10.1016/j.brat.2018.03.009] [PMID] []
16. Pourjaberi, B., Shirkavand, N., & Ashoori, J. (2023). The Effectiveness of Cognitive Rehabilitation Training on Prospective Memory and Cognitive Flexibility in Individuals with Depression. International Journal of Education and Cognitive Sciences, 4(3), 45-53.
https://doi.org/10.61838/kman.ijecs.4.1.2 [DOI:10.61838/kman.ijecs.4.3.5]
17. Rahmani, M., Namvar, H., & Hashemi Razini, H. (2024). The Effectiveness of Rational Emotive Behavior Therapy on Executive Functions and Academic Procrastination of Children with Sluggish Cognitive Tempo. Journal of Psychological Dynamics in Mood Disorders (PDMD), 2(4), 82-90. [DOI:10.22034/pdmd.2024.434756.1038]
18. Roghani, F., & Afrokhte, L. (2023). The Effectiveness of Teaching Emotional Intelligence Skills on Burnout and Academic Self-Regulation in Elementary School Girls with Attention Deficit Disorder. Journal of Psychological Dynamics in Mood Disorders (PDMD), 2(3), 62-74.
https://doi.org/10.61838/kman.pdmd.3.2.16 [DOI:10.22034/pdmd.2023.188391]
19. Roghani, F., Jadidi, M., & Peymani, J. (2022). The Effectiveness of Floortime Play Therapy on Improving Executive Functions and Cognitive Emotion Regulation in Children with Attention Deficit / Hyperactivity Disorder (ADHD). International Journal of Education and Cognitive Sciences, 2(4), 30-44. [DOI:10.22034/injoeas.2022.160686]
20. Sari, B. A., Koster, E. H. W., Pourtois, G., & Derakshan, N. (2016). Training Working Memory to Improve Attentional Control in Anxiety: A Proof-of-Principle Study Using Behavioral and Electrophysiological Measures. Biological Psychology, 121, 203-212. [DOI:10.1016/j.biopsycho.2015.09.008] [PMID]
21. Shin, M. S., Lee, A., Cho, A. Y., Son, M.-N., & Kim, Y.-H. (2020). Effects of Process-Based Cognitive Training on Memory in the Healthy Elderly and Patients With Mild Cognitive Impairment: A Randomized Controlled Trial. Psychiatry Investigation, 17(8), 751-761. [DOI:10.30773/pi.2019.0225] [PMID] []
22. Yao, C., Jun, H., & Dai, G.-S. (2024). Predicting Phonological Awareness: The Roles of Mind-Wandering and Executive Attention. International Journal of Education and Cognitive Sciences, 5(2), 1-7.
https://doi.org/10.61838/kman.ijeas.5.2.1 [DOI:10.22034/injoeas.2024.454689.1084]
23. Zhu, D., Jing, Y., Huang, R., Gao, Y., Liu, Y., Zou, Z., & Liu, W. (2022). Designing a Mobile Application for Working Memory Training Through Understanding the Psychological and Physiological Characteristics of Older Adults. Sustainability, 14(21), 14152. [DOI:10.3390/su142114152]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
