The Effectiveness of Emotion Regulation Training on Academic Engagement, Academic Stress and Academic Performance
Subject Areas : Psychological Models and MethodsSolmaz Hashemi Khosroshahi 1 , Mansoure Haj hosseini 2 , Fatemeh Saeidi 3 , Seyyedeh Shaghayegh Hasanpour Darvishi 4
1 - PhD Student in Educational Psychology, University of Tehran, Aras Campus, Tehran, Iran
2 - Faculty Member, Department of Educational Psychology and Counseling, University of Tehran, Tehran, Iran
3 - Ph.D. Student in Educational Psychology, University of Tehran, Aras Campus, Tehran, Iran
4 - Ph.D. Student in Educational Psychology, University of Tehran, Aras Campus, Tehran, Iran
Keywords: emotion regulation, academic passion, academic stress, academic performance,
Abstract :
Background and purpose: The present study was conducted with the aim of determining the effectiveness of emotion regulation training on academic engagement, academic stress and academic performance.
Methods: The experimental research method was a quasi-experimental pretest-posttest design. The statistical population was all the female students in Tabriz in the academic year 1402-1403. To select the sample, 30 female students were purposefully selected, based on the entry criteria (low grades in performance and academic engagement and higher grades in academic stress) and were randomly assigned to an experimental group and a control group. The data collection tools included the Fredericks, Blumenfeld and Paris Student Engagement in Schools Questionnaire (SESQ), Pham and Taylor Educational Performance Test (EPT), Zajakova and et al Academic Stress Questionnaire and Grass Emotion Regulation Training Package. In order to analyze the data, the analysis of covariance was used.
Findings: The findings of the study showed that emotion regulation training is effective in improving students' academic engagement (behavioral, emotional, and cognitive engagement) (P<0.001), reducing academic stress (P<0.001), and improving academic performance (self-efficacy, emotional effects, planning, lack of outcome control, and motivation) (P<0.001).
Conclusion Emotion regulation training can be used to improve academic performance and engagement, and reduce academic stress in students.
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