Development of an Educational Model of Emotional Regulation Based on Gross Emotional Regulation (ERT), Emotional Schema Therapy (EST), and Emotional Transformation Therapy (ETT) and its Effectiveness in Internet Addiction with Different Roles of Brain/ Behavioral Systems

Document Type : Original Article

Authors

1 Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran

2 Clinical Cares and Health Promotion Research Center, Karaj Branch, Islamic Azad University, Karaj, Iran

3 Clinical Psychology Department, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran

Abstract

Background: Several studies have linked emotion regulation difficulties to Internet addiction.
 
Objectives: The present study aimed to develop an educational model of emotional regulation based on Gross emotional regulation (ERT), Emotional Schema Therapy (EST), and Emotional Transformation Therapy (ETT) and assess its effectiveness in internet addiction with different roles of brain/behavioral systems.
 
Methods: The current study employed the pretest-posttest control group quasi-experimental design with a three-month follow-up. The target population for this study consisted of all secondary school students in Islamshahr, Iran, who used the Internet in the second half of 2021. The sample size consisted of 100 subjects who were randomly selected by purposive sampling and placed in three experimental and control groups (Activation System (BAS), Inhibition System (BIS), and Fight-Fight-Freeze System (FFFS) groups). The data collection instruments included a revised questionnaire from Jackson's (2009), Reinforcement Sensitivity Theory (r-RST), and Young's Internet Addiction Test (2007). Univariate covariance analysis was performed using SPSS software (version 26).
 
Results: As evidenced by the obtained results, emotion regulation training reduced the Internet addiction score in the experimental group (P=0.001; F=71.262). In addition, the effect size of emotional regulation training on internet addiction was 0.811%. In addition, by controlling the pretest score, emotion regulation training reduced the internet addiction score in the experimental group (P=0.001; F=71.141).
 
Conclusion: Emotion regulation training for students leads to increased awareness of emotional understanding and acceptance, identification of anxiety-provoking situations, change of emotional response, and less tendency for Internet addiction.
 

Keywords

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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Razavi International Journal of Medicine
Volume 11, Issue 3
August 2023
Pages 35-45

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