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Cognitive styles, Thinking patterns and Emotion regulation in special and general educators

Cognitive failures among special and general educators in relation to Irrational beliefs and Emotion regulation - NIL

Status
Active, not recruiting
Phases
Unknown
Study type
Observational
Source
CTRI
Registry ID
CTRI/2024/07/070605
Enrollment
214
Registered
2024-07-15
Start date
Unknown
Completion date
Unknown
Last updated
2024-07-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

Intervention1: NIL: NIL Control Intervention1: NIL: NIL

Sponsors

Ms Charitra SK
Lead Sponsor

Eligibility

Inclusion criteria

Inclusion criteria: Special educators: 1. Certificate course/Diploma course/Bachelors course/B.Ed course in special education 2. Working in a special school setting. 3. Working in the school for at least 1 year. 4. Special educators of all genders. 5. Special educators of the age 30-60. 6. Proficient in comprehending English language. General educators: 1. D.Ed course/B.Ed course. 2. Working in a school setting. 3. Working in the school for at least 1 year. 4. General educators of all genders. 5. General educators of the age 30-60. 6. Proficient in comprehending English language.

Exclusion criteria

Exclusion criteria: Special educators: 1. Working in any organizational settings like NGOs, trusts, etc. 2. Individuals who show a score of more than 1 on the GHQ-5. General educators: 1. Working in any organizational settings like NGOs, trusts, etc. 2. Individuals who show a score of more than 1 on the GHQ-5.

Design outcomes

Primary

MeasureTime frame
Mediating role of irrational beliefs in the relationship between cognitive failures and emotion regulation among special and general educators.Timepoint: Baseline—

Secondary

MeasureTime frame
Differences in emotion regulation, irrational beliefs & cognitive failure in special educators & general educators.Timepoint: Baseline;Positive emotion regulation strategies associated with higher frustration tolerance, & negative emotion regulation strategies associated with lower frustration tolerance.Timepoint: Baseline;Positive emotion regulation strategies associated with lower self-downing, & negative emotion regulation strategies associated with higher self-downing.Timepoint: Baseline;Relationship between emotion regulation, irrational beliefs & cognitive failures in special educators & general educators.Timepoint: Baseline—

Countries

India

Contacts

Public ContactMrs Priyanka Krishnan

Manipal College of Health Professions

anagha.deshmukh@manipal.edu7259619947

Outcome results

None listed

Source: CTRI (via WHO ICTRP) · Data processed: Feb 4, 2026