Effectiveness of Emotion Regulation Training on Risky Behaviors, Academic Procrastination, and Fear of Success among Students

Document Type : Original Article

Authors

1 Ph.D. Student, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

2 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran, and Visiting Professor of Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

3 Assistant Professor, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

Abstract

Background: According to the community conditions and the success rate of high school students, emotion regulation is one of the effective factors in coping with high-risk behaviors and fear of success among students.
 
Objectives: The present study aimed to assess the effectiveness of emotion regulation training in risky behaviors, procrastination, and fear of success among students.
 
Method: The pretest, posttest, control group design, and two-month follow-up were used in this quasi-experimental investigation. In the academic year 2019-2020, the research population included all-female high school students in Joghatai. This study used a convenience sampling strategy to choose 30 students who were then randomly allocated to one of two groups: experimental or control. The academic procrastination questionnaire, the fear of success scale, and the youth risk behavior survey were used to collect data. The analysis of covariance was used to examine the data in the SPSS program (version 25).
 
Results: The results demonstrated that emotion regulation training was effective in the mitigation of risky behaviors (P<0.01), procrastination (P<0.001), and fear of success (P<0.001) among students.
 
Conclusion: As evidenced by the results of the present study, it can be stated that emotions have a major role to play in the mitigation of high-risk behaviors and fear of success among students. Therefore, emotion regulation training lays the ground for the reduction of high-risk behaviors and fear of success among the students by reducing negative emotions and replacing them with positive ones.

Keywords

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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Razavi International Journal of Medicine
Volume 10, Issue 1 - Serial Number 1
January 2022
Pages 97-101

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