Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls

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Ashournejad Fateme

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Journal Paper

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Journal: Applied Psychology Year:2017 | Volume:10 | Issue:4 (40) Page(s): 501-521

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Information Journal Paper

Title

Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls

Author(s)

Ashournejad Fateme | Issue Writer Certificate

Keywords

academic resilienceQ1

academic engagementQ1

emotionQ2

middle schoolQ1

regulation strategiesQ2

Abstract

Aim: This research aimed to investigate the effect of emotion regulation strategies training on increasing students’ resilience and engagement with academic affairs in teenaged girls. Method: Method was a quasi-experimental research with experimental and control groups, and pretest, posttest and follow up design. The statistical population comprised of all female students of middle schools of Ramsar city in 2015-2016 (n= 820). By random cluster sampling two schools were selected, and in each school three classrooms were selected, and among them 40 students were placed randomly in two experimental and control groups. For collection of data the academic resilience Scale (Samuels & Woo, 2009) and the academic engagement Scale (Fredricks, Blumenfeld & Paris, 2004) were used. Students in the experimental group were trained using the emotion Regulation Protocol designed by Gross (2014) in ten sessions, each session lasting 60 minutes, once a week. At the end of training, and also at follow up students completed both sets of questionnaires again. Data was analyzed using analysis of variance with repeated measures. Results: Result showed that emotion regulation training increases academic resilience (F=4. 470, P=0. 021) and engagement on the academic affairs in teenaged girls (F=7. 309, P=0. 001), and this result remains constant at follow up. Conclusion: Training emotion regulation strategies to students can be considered important in improving unreasonable beliefs and irrational behaviors via understanding emotions and modifying and increasing their academic resilience and engagement.

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APA: Copy

Ashournejad, Fateme. (2017). Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls. JOURNAL OF APPLIED PSYCHOLOGY, 10(4 (40) ), 501-521. SID. https://sid.ir/paper/151744/en

Vancouver: Copy

Ashournejad Fateme. Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls. JOURNAL OF APPLIED PSYCHOLOGY[Internet]. 2017;10(4 (40) ):501-521. Available from: https://sid.ir/paper/151744/en

IEEE: Copy

Fateme Ashournejad, “Effectiveness of training of emotion regulation strategies on increasing resilience and engagement with academic affairs in teenaged girls,” JOURNAL OF APPLIED PSYCHOLOGY, vol. 10, no. 4 (40) , pp. 501–521, 2017, [Online]. Available: https://sid.ir/paper/151744/en

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