The effectiveness of emotion regulation training on academic well-being, academic emotions, and academic vitality of first-year high school students in Tabriz

The present study was conducted with the aim of determining the effectiveness of emotion regulation training on academic well-being, academic emotions, and academic vitality in first-year high school students in Tabriz. The research method was a semi-experimental design with a pre-test-post-test design with a control group. The statistical population of the study was first-year girls in District 3 of Tabriz. To select the sample, questionnaires on academic well-being, academic emotions, and academic vitality were administered to 600 first-year high school students in District 3 of Tabriz who were selected by cluster random method, and then 60 students from them were selected by purposeful method (those with the lowest scores in all three questionnaires) and randomly assigned to two groups (experimental and a control group). The experimental group underwent 8 sessions of 90-minute emotion regulation intervention, and the control group did not receive any intervention. The research instruments were the Tuminin-Swinney, Salmila-Arrow (2012) Academic Well-Being Questionnaire, Martin and Marsh Academic Vitality (2006) and the short form of the Emotions and Emotion Development Questionnaire by Pekaran et al. (2005). The obtained data were analyzed using the analysis of covariance method and SPSS-26 software. The results showed that emotion regulation training is effective on students' academic well-being (P<0.05). Emotion regulation training is effective on students' academic emotions (P<0.05). Also, based on the results, emotion regulation training is effective on the academic vitality of first-year high school students (P<0.05). Therefore, it is suggested that emotion regulation training be used to improve academic well-being, academic vitality and academic emotions.