مجله علوم روانشناختی (Sep 2022)
The effects of psychological education in schema modes on academic emotions the students with emotional and behavioral disorders
Abstract
Background: Emotional and behavioral disorders include a wide range of externalizing, internalizing, and low-functioning disorders (aggression, conduct disorder, depression and anxiety, agrophobia, schizophrenia, etc). that significantly negatively affect a range of educational, social, and cognitive functions in children and adolescents, including effective approaches to reducing and improving these problems; psychoeducational approaches are based on schema modes.Although several therapeutic interventions have improved these problems, there is a research gap in the impact of mentality-based psychological education for students with this disorder, especially in the field of academic emotions.Therefore, in this study, the question of whether teaching schema modes to students with emotional and behavioral disorders is effective in improving their academic emotions. Aims: This study aimed to investigate the effectiveness of psychoeducational schema modes on improving students' academic emotions with behavioral and emotional disorders. Methods: his was semi-experimental research with pre-test and post-test between-groups design. The statistical population included female students (14-15) with behavioral and emotional disorders. From which a sample of 50 people was selected by purposive sampling. Research tools included the Pekrun Academic Emotions Questionnaire (2002) and Schema Modes Training Package. Multivariate analysis of covariance was used to evaluate the results. Results: The results showed that there was a significant improvement for the experimental group with an increase in positive academic emotions (F = 1441.43, P <0.05, η2 = 0.96) and a decrease in negative academic emotions (F=1957.47, p<0.05, η2=0.97) compared to the control group. Conclusion: Training schema modes to students with behavioral and emotional disorders, increasing positive academic emotions, and reducing negative academic emotions can improve their academic emotions and, therefore, positive changes in their academic performance.
