Abstract
This study aimed to explore the effect of cognitive remediation on cognitive and behavioral emotion regulation of female deaf and hard-of-hearing (DHH) students. Thirty female DHH students, ages 14–16 years, were randomly selected and assigned to the treatment (n = 15) and control (n = 15) groups. The treatment group participated in ten sessions on cognitive remediation (lasts for five weeks), while the control group participated in three general placebo sessions. The participants were assessed before and after the intervention using the Cognitive Emotion Regulation Questionnaire (CERQ-short) and Behavioral Emotion Regulation Questionnaire (BERQ). The differences in cognitive and behavioral emotion regulation between the treatment and control groups were examined using a multivariate analysis of covariance. The results indicated that cognitive remediation training improved cognitive and behavioral emotion regulation in the treatment group. The cognitive remediation training was feasible and acceptable to DHH students.
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Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Acknowledgements
The author would like to appreciate the Exceptional Education Organization of Isfahan, Iran. Also, I respectfully appreciate all deaf and hard-of-hearing (DHH) students participated in this study.
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This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
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Mohammad Ashori: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.
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Ashori, M. Effect of cognitive remediation on cognitive and behavioral emotion regulation of female deaf and hard-of-hearing students. Curr Psychol 43, 8740–8751 (2024). https://doi.org/10.1007/s12144-023-05027-9
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DOI: https://doi.org/10.1007/s12144-023-05027-9