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 students' success.
Objectives: This study aimed to investigate the effectiveness of emotion regulation training on risky behaviors, procrastination and fear of success among students.
Method: The research method was semi-experimental with a pretest-posttest design with a two-month follow-up with the control group. The study population consisted of all female high school students in Joghatai in the academic year 2019-2020. The sample of this research consisted 30 students which selected by convenience sampling method and randomly assigned to experimental and control groups. Data were gathered by the academic procrastination questionnaire, the fear of success scale, and the risk behaviors questionnaire. Data were analyzed by analysis of covariance test using SPSS.25 software.
Results: The results showed that emotion regulation training was effective on decreasing risky behaviors (p <0.01), procrastination (p <0.001), and fear of success (p <0.001) among students.
Conclusion: According to these results, it can be said that emotions play a significant role in reducing high-risk behaviors and fear of success of students, so emotion regulation training by reducing negative emotions and replacing positive emotions, provides the basis for improving the reduction of high-risk behaviors and fear of success of these students.
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