1
Bachelor Student of Psychology, Islamic Azad University, Sari Branch, Mazandaran, Iran.
2
Bachelor Student of Psychology, Islamic Azad University, Behshahr Branch, Mazandaran, Iran
3
3. Bachelor Student of Psychology, Islamic Azad University, Behshahr Branch, Mazandaran, Iran
Abstract
Background and Aims: The aim of this study was to examine the effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience. Method: This study was an experimental research with a pretest-posttest design and a control group, which was conducted to investigate the effect of virtual reality-based mindfulness interventions on the emotion regulation of children with trauma. The statistical population consisted of all 8- to 12-year-old children with a history of trauma who visited psychological centers in Sari during the year 1403–04. The sample included 40 children selected through purposive sampling based on inclusion criteria, who were then randomly assigned to an experimental group (20) and a control group (20). In this study, a 10-session mindfulness training program was delivered using virtual reality environments for children with childhood trauma. The Children’s Emotion Regulation Questionnaire (CERQ), developed by Garnefski et al. (2001), was used as the measurement tool. Findings:The results of the analysis of variance (ANOVA) showed that, after controlling for pre-test scores, there was a significant difference between the experimental and control groups in emotion regulation. Specifically, participants who received the virtual-reality–based mindfulness training reported higher levels of emotion regulation in the post-test compared to the control group. Moreover, based on the obtained effect size, it can be inferred that a substantial portion of the variance in emotion regulation changes was attributable to the intervention. Conclusion:The findings of this study, consistent with recent international evidence, indicate that virtual-reality–based mindfulness interventions can serve as an effective tool for alleviating the effects of childhood trauma and enhancing emotional regulation.
Jalali,M S , Alizadeh,S and Eshaghi Atrabi,F . (2026). The effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience. Research Strategies in Educational Sciences, 3(0), 91-101.
MLA
Jalali,M S , , Alizadeh,S , and Eshaghi Atrabi,F . "The effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience", Research Strategies in Educational Sciences, 3, 0, 2026, 91-101.
HARVARD
Jalali M S, Alizadeh S, Eshaghi Atrabi F. (2026). 'The effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience', Research Strategies in Educational Sciences, 3(0), pp. 91-101.
CHICAGO
M S Jalali, S Alizadeh and F Eshaghi Atrabi, "The effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience," Research Strategies in Educational Sciences, 3 0 (2026): 91-101,
VANCOUVER
Jalali M S, Alizadeh S, Eshaghi Atrabi F. The effectiveness of a virtual-reality–based mindfulness intervention on emotion regulation in children with trauma experience. JRSES. 2026;3(0):91-101 (In Persian).
