کریم عباسی اول

The present study was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on the emotional regulation of learners. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental in which the "emotional self-regulation" questionnaire was used before and after the training. The statistical population of the research was students in the 11th grade in the academic year of 1398-99 in Marand city, who were selected to participate in the research using a multi-stage cluster random sampling method of 60 people in three experimental groups 1, 2 and control and were replaced. The first experimental group was taught "cognitive emotion regulation" in 18 sessions (2 times a week and each session is 45 minutes); The second experimental group was taught "social competence" in 8 sessions (2 times a week and each session was 45 minutes) and the control group did not receive any training. The emotional self-regulation questionnaire of Gratz and Roemer (2004) was the tool of this research. Data were analyzed by SPSS-24 software. The results of multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05). These findings showed the two methods of teaching social adequacy and cognitive regulation of emotion in improving non-acceptance of emotional responses; Difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity have different effects, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). Is; But these two methods have the same effect in improving the lack of emotional awareness and limited access to emotional regulation strategies. Based on these findings, it was concluded that the training of "Cognitive Emotion Regulation Program" and "Social Adequacy Program" increases emotional self-regulation in students.

The present research was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on emotional regulation and positive emotions of learning of learners. 

The statistical population was 970 male students of the 11th grade of Marand city in the academic year of 2018-2019, using the multi-stage cluster random sampling method, 60 people were divided into three experimental groups 1, 2, and the control group. Participants in the research were selected and replaced. The first experimental group was taught "cognitive emotion regulation"; The second experimental group was given "social competence" training and the control group did not receive any training. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental. The questionnaire "emotional self-regulation created by Gratz in 2004" and the questionnaire "positive learning emotions of learners created by Pekran, Goetz, Tietz and Perry in 2002" were the measuring tools of this research that were used before and after the training. 

Due to the quantitativeness of the scale and the control of the previous differences of the subjects, as well as due to the theoretical relationship of the research variables, multivariate and univariate statistical analysis of covariance was used in SPSS software. Multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05) and positive learning emotions of learners (p<0.05). By controlling the effect of the pre-test in the two experimental groups, the two methods of teaching social competence and cognitive regulation of emotion have different effects and this difference is in favor of teaching cognitive regulation of emotion. The findings showed that the two methods of teaching social adequacy and cognitive regulation of emotion have different effects in improving non-acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). But these two methods have the same effect in improving the lack of emotional awareness, limited access to emotional regulation strategies, Improving academic enjoyment, academic hope and academic pride.

"Cognitive Emotion Regulation" and "Social Competency" programs increase the improvement of emotional self-regulation and positive emotions of learning among students; So that the students who received these trainings had better emotional self-regulation and higher positive emotions compared to the control group. There is a significant difference between the groups regarding the dependent variables of emotional self-regulation and positive emotions of learning.