The Effect of Teaching Cognitive Emotion Regulation Strategies on High-Risk Behaviors and Civic-Educational Behaviors in Adolescent Female Students with High-Risk Behaviors

Subject Areas : Tectonostratigraphy

Leila Amirian ¹ , Ezatolah Ghadampour ² , Mohammad Abbasi ³

1 - Ph.D. Student in Educational Psychology, Faculty of Literature and Humanities, Department of Psychology, Lorestan University, Khorramabad, Islamic Republic of Iran.
2 - Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Department of Psychology. Lorestan University, Khorramabad, Islamic Republic of Iran.
3 - Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Department of Psychology. Lorestan University, Khorramabad, Islamic Republic of Iran.

Received: 2023-01-13 Accepted : 2024-02-19 Published : 2024-01-21

Keywords: Cognitive Emotion Regulation, High-risk behaviors, civic-educational behaviors,

Abstract :

Abstract Background and purpose: Today, high-risk behaviors are more prevalent among teenagers, and investigating ways to reduce these behaviors is one of the basic needs of today's societies. This research was conducted with the aim of determining the effect of teaching cognitive emotion regulation strategies on high-risk behaviors and civic-academic behaviors of adolescent female students with high-risk behaviors. Materials and methods: The research method was a semi-experimental type with a pre-test-post-test design and  a control group. The current research population was all the female students of the second secondary school in Karaj city, and one high school was selected from among the high schools of the 4 districts of Karaj to carry out the research using available sampling method. In order to carry out the research, in the first stage, to identify students with high-risk behaviors, the high-risk behaviors questionnaire of Zadeh-Mohammadi et al. and were randomly replaced in the two experimental and control groups. The experimental group was trained in cognitive emotion regulation strategies for 10 90-minute sessions. The measurement tools of the present study were the High-Risk Behaviors by Zadeh-Mohammadi et al. and Golparvar's Civic-Academic Behavior Questionnaire, which was completed by the participants in the pre-test-post-test phase. The data were analyzed using descriptive statistics and univariate and multivariate covariance analysis using SPSS 24 software. Findings: The results of the present study showed that training  cognitive emotion regulation strategies has been able to have a significant effect on reducing risky behaviors and improving academic civic behaviors of the experimental group compared to the control group (p<0.01). Conclusion: According to the findings of the research, it is possible to benefit from the trial program of cognitive emotion regulation strategies as a part of the programs for solving behavioral problems in students in the field of education.

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