فروغ خلیل پور

Abstract

This study was conducted to develop and validate the cognitive-emotional empowerment training package and investigate its effect on spatial ability, response inhibition, working memory and emotional recognition of ۶^th-grade female elementary school students. This was a quasi-experimental study with a pre-test-post-test and follow-up design with a control group. The statistical population included all ۶^th-grade female elementary school students in Tehran in ۲۰۲۱-۲۰۲۲, from which ۳۰ people were selected as a sample using convenient sampling and randomly assigned to control and experimental groups. The developed cognitive-emotional empowerment program was implemented for the experimental group, while the control group received no intervention. The study tools included Raven's Progressive Matrices (Raven, ۱۹۵۶), GO NOGO test, Counting Span Test (Wechsler, ۲۰۰۳) and Facial Emotion Recognition Test (Ekman and Friesen, ۲۰۰۳). According to the results, the cognitive-emotional empowerment intervention significantly affected the improvement of spatial ability, response inhibition, working memory and emotional recognition in the post-test and follow-up phases (P <۰.۰۵). The findings provide useful information about students' program, and counselors and psychologists can use this intervention to improve children's spatial ability, response inhibition, working memory and emotional recognition.

Keywords: Cognitive-emotional empowerment, spatial ability, response inhibition, working memory, emotional recognition, student.