Effectiveness of an Electronic Story-telling Program on Cognitive Emotional Regulation of Gifted Children

Background and Aim: Gifted children have many social emotional needs that are different from other children. Getting familiar with and practicing emotional regulation strategies and techniques have a very important role which could prevent occurrence and development of emotional and behavioral problems in the future. Emotional regulation is even more critical for the gifted, because these children are only a small percentage of the population and are considered national resources for future change and excellence in any society. Methods: Gifted children in a regular school were screened by the teacher's candidacy and Tehran Stanford-Binet test of intelligence (Afrooz & Hooman, ۱۹۹۶) and were randomly assigned to experimental and control groups, and experienced this program, in which different stories were taped and played with an electronic device for the students, and the control group did not receive any treatment. Shields & Cicchetti Emotion Regulation Checklist (۱۹۹۸) was used to measure emotion regulation of the participating students. Parents of both groups filled out the emotional regulation questionnaire forms at the pretest and posttest phase. The obtained data were analyzed using Analysis of Covariance. Results: The purpose of this research is to study the effectiveness of an electronic story-telling program on cognitive emotional regulation of gifted children. Conclusion: The findings showed significant differences (p<۰.۰۵) between the experimental and the control group in emotion regulation, in which the effect size is ۰.۴۱۷. At the end, using an electronic story-telling program for improving cognitive emotion management of gifted students was discussed, and further discussions as well as suggestions for future research are presented.

کلیدواژه ها:

Cognitive emotion regulation ، electronic story telling program ، gifted students