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year 12, Issue 12 (winter 2024 2024)
Rooyesh 2024, 12(12): 117-126 |
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Research code: 162458165
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Eslami A S, Ghanifar M, Ahi G. (2024). The effectiveness of Cognitive emotion regulation training on Aggression and Academic Self-Handicapping of adolescent students. Rooyesh. 12(12), 117-126.
URL: http://frooyesh.ir/article-1-4775-en.html
URL: http://frooyesh.ir/article-1-4775-en.html
1- PhD student in educational psychology, Islamic Azad University, Birjand, Iran.
2- Assistant Professor, Department of Psychology, Islamic Azad University, Birjand, Iran. ,Ghanifar@iaubir.ac.ir
3- Assistant Professor, Department of Psychology, Islamic Azad University, Birjand, Iran.
2- Assistant Professor, Department of Psychology, Islamic Azad University, Birjand, Iran. ,
3- Assistant Professor, Department of Psychology, Islamic Azad University, Birjand, Iran.
Abstract: (1130 Views)
The present study aimed to assess the effectiveness of cognitive emotion regulation training on students' aggression and academic self-disability. The research followed a semi-experimental design with a pre-test-post-test and a control group. The statistical population included all 2195 female 10th-grade students in secondary schools in Birjand city during the academic year 2021-2022. Random cluster sampling selected 50 individuals, who were then randomly assigned to experimental and control groups. The experimental group underwent cognitive emotion regulation training once a week for a total of 8 sessions, each lasting 90 minutes. Data collection utilized Zahedifar et al.'s (2000) Aggression Questionnaire (AAI) and Jones and Rudwalt's (1982) Academic Self-Handicapping Scale (SHS). Multivariate covariance analysis was employed for data analysis. The findings, after controlling for the pre-test effect, revealed a significant difference in post-test average aggression and academic self-handicapping between the experimental and control groups. In conclusion, the research indicates that cognitive emotion regulation training is effective in reducing aggression and alleviating academic self-disability among adolescent students.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2023/08/11 | Accepted: 2023/09/6 | ePublished: 2024/03/10
Received: 2023/08/11 | Accepted: 2023/09/6 | ePublished: 2024/03/10
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