چکیده:
The present research was conducted to explain the impact of emotion regulation training on the social competence of preschool students. One of the factors that has sparked researchers' interest in the social aspects of development over the past few decades has been investigating the relationship between problems in peer relationships and poor academic, emotional, and social adjustment. These researchers agree that peer problems in students can manifest themselves as abnormal behaviors. For this reason, in recent years, researchers, psychologists, educators, and parents of primary school students, alongside emphasizing reading and mathematical calculation learning in the preschool period, consider achieving another important developmental task essential: achieving abilities for success in social relationships. The psychological construct of "social competence" is a good indicator of these abilities; social competence in early primary school students means the student's participation in social interactions, achieving social goals, establishing and maintaining friendships, and achieving peer acceptance. Emotions are core elements of social interactions because they are an important source of information for both the individual initiating the interaction and the individual receiving it. The emotional content of a relationship often determines the meaning of the communication. The importance of emotions in social relationships is evident from the fact that some have said it is difficult to imagine even a relationship without emotional information, receiving emotional information, and experiencing an emotional state. Managing emotions in an adaptive way with the environment is essential for social functioning and psychological well-being. Thompson (1994) defined emotion regulation as "the internal and external processes responsible for the awareness, evaluation, and modification of the occurrence, duration, and intensity of emotional reactions, aimed at meeting the individual's needs."
خلاصه ماشینی:
Explaining the effect of emotion regulation training on social competence students in educational systems Tahereh Hooshyari1.
com Abstract The present research has been conducted to explain the effect of emotion regulation training on the social competence of preschool students.
For this reason, in recent years, researchers, psychologists, educators, and parents of primary school students, alongside emphasizing the learning of reading and mathematical calculations in the preschool period, consider achieving another important developmental task essential: achieving abilities for success in social relationships.
Primary school students and adolescents with better emotion regulation skills have greater social competence, hold higher status among peers, have higher quality relationships, and are in a higher category of desirable social behavior compared to peers with weak emotion regulation skills.
It has been found that emotion regulation skills can predict the social competence of primary school students in later stages of development (2).
Effectiveness of cognitive processing-based social skills training on social, emotional, and psychological well-being and reduction of symptoms in elementary school students with conduct disorder.
The relationship between social competence, afterlife-orientation, and school well-being: The mediating role of emotional and moral maturity of adolescents in schools, Journal of Educational Psychology, 17 (59): 212-175.
, and Ghorban Jahromi, Reza (2020) A study titled comparing the effectiveness of positive parenting training and mindfulness-based stress management on academic burnout of students.
, Deghani Zadeh, Mohammad Hossein.
, Deghani Zadeh, Mohammad Hossein.
Emamgholipour, Fatemeh; Kadivar, Parvin and Sharifi, Hassan Pasha.
"Effectiveness of social-emotional skills training on cognitive emotion regulation and social skills of primary school students with specific learning disabilities".
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