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This study aimed to identify the relationship between emotion regulation and problem-solving among a group of students in the light of some variables: the type of students (Gifted, non-Gifted), and gender (male, female).The sample consisted of (406) students within the middle adolescence stage from governmental schools in Alzarqa district. They were selected by the (clustered) method In order to fulfill the aims of the study, the emotion regulation scale was developed (Heppener,1982), and problem-solving scale was used, The results of the study indicated that, first, performance on both emotional regulation and problem solving skills scales was moderate, second, there were no significant differences between the groups means in performance on problem-solving scale attributed to the student's type (gifted, non-gifted), but there were significant differences in favor of the female, third, there was no significant differences between the students means in performance on emotional regulation scale attributed to the student's type (gifted, non-gifted) and gender (male, female), finally, the study showed that there was a significant relationship between performance on emotional regulation scale and problem-solving scale for gifted students, The study recommended the importance of developing training programs to develop emotional regulation and problem-solving skills among students.
Qatawneh et al. (Tue,) studied this question.