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Investigating the Effectiveness of a Creativity-based Educational Program with a Therapist-Centered and Family-Centered Approach on Emotion Regulation in Gifted Female Students
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Mozhgan Sadeghi   , Gholamali Afrooz , Leila Kashani Vahid * , Samira Vakili |
| Science and Research Branch, Islamic Azad University , l.kashani@srbiau.ac.ir |
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Abstract: (195 Views) |
Introduction: Gifted students, as one of the human capital of society, should be given attention by the education system of every society. This study aimed to investigate the effectiveness of a creativity-based educational program with a therapist-centered and family-centered approach to the emotion regulation of gifted students.
Methods: A semi-experimental research design with pre-test-post-test-follow-up was carried out in the experimental and control groups. The research population consisted of all gifted female students in Tehran in the age range of 6 to 8 years. Regarding the research population, three public girls' schools were selected by simple random sampling method from among the public girls' elementary schools in the 18th district of Tehran Education Department. Then, using the new version of the Tehran-Stanford-Binet IQ test and through the available sampling method, 45 gifted female students with IQ above 120 were selected as a sample from among the female students and then randomly assigned to three groups: therapist-centered experiment (15 people), family-centered experiment (15 people), and control (15 people). The Emotion Regulation Inventory (Shield and Kiketti, 1998) was the instrument used in this research. A creativity-based educational program was conducted on the experimental groups for 12 sessions (one and a half months). Statistical data were analyzed using SPSS-18 software and repeated measures statistical model.
Results: The results of this study showed that the creativity-based training program with two therapist-centered and family-centered approaches was effective on emotion regulation and instability/negativity (P<0.01). Also, the intensity of the effect on the emotion regulation component was in the therapist-centered group (0.72) and the family-centered group (0.70), and the intensity of the effect on the instability/negativity component was in the therapist-centered group (0.51) and the family-centered group (0.75), which indicates that the family-centered approach was more effective in the instability/negativity component and the therapist-centered approach was more effective in the emotion regulation component.
Conclusions: This educational program can be used as an effective intervention to increase or improve the emotion regulation of children, especially gifted children, and it is better to use a more effective approach to improve each component in children.
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| Keywords: Emotion Regulation, Creativity-based educational program, family oriented, gifted students. |
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Type of Study: Research |
Subject:
Special
Received: 2024/12/27 | Accepted: 2025/04/6 | Published: 2025/05/31 | ePublished: 2025/05/31
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