راهبردهای نظم بخشی شناختی هیجان

The purpose of this research was to investigate the effect of an intervention program based on self-directed learning and cognitive emotion regulation strategies on reducing exam anxiety among female secondary school students in the city of Ilam. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population was all female students of the second secondary school in Ilam city in the academic year of 1996-1997 (3250 people) who were studying and were replaced by random sampling in two groups of 15 people, experimental and control, and the educational program of self-directed learning and Cognitive emotion regulation strategies were implemented in 10 sessions on the experimental group. Research data were collected using the Spielberger questionnaire (1980) before and after the beginning of the educational intervention from both groups. Data analysis was done using descriptive methods and analysis of covariance in spss software version 23. The results indicated the effectiveness of the self-directed learning training program and cognitive regulation strategies for reducing exam anxiety (p<0.05). Based on the results, it seems that self-directed learning and cognitive emotion regulation strategies can be used as a suitable intervention method to reduce students' exam anxiety.

This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional Perfectionism Cognitions Inventory (Kobori, 2006), the Achievement Emotions Questionnaire (Abdollahpour, 2015), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009), Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006) and Health-oriented life-style Questionnaire (Salehzadeh et al, 2017). Results showed that the competed mediated model of behaviors on the relationship between cognitive emotion regulation and perfectionism with academic well-being and achievement emotions had good fit to data. All of the regression weights in the hypothesized model were statistically significant. In sum, results showed that a part of emotional functioning of gifted in academic situation, can be explained through their difference in cognitive/emotional/behavioral characteristics.

The purpose of the study was to determine examine the effectiveness of attributional retraining program on students’ emotion cognitive regulation strategies and academic resilience. In this quasi-experimental research with pretest-posttest nonequivalent-group design and follow up stage, 41 undergraduate students at Shahid Beheshti University in the experimental group and control group, before and after the training, responded to Garnefski, Kraaij & Spinhoven Emotion Cognitive Regulation Questionnaire and Martin & Marsh Academic Resilience Scale. The experimental group received 7 resilience training sessions (2 hours a session). The results of multivariate covariance analysis, in the short term and long term, indicated that attributional retraining program was effective in increasing adaptive cognitive coping strategies (including acceptance, positive reappraisal positive refocusing, refocus on planning, and perspective taking), and also it was effective in decreasing non-adaptive cognitive coping strategies (including on self-blame, rumination, catastrophizing and other-blame). Also, results of univariate covariance analysis showed that attributional retraining program was effective in increasing academic resilience in the shrt term as well as long term. Generally, these findings suggest that attributional retraining program was effective in improving the resilience of identifying and making optimum their personal power (personal feeling, attitudes and beliefs), find and make full use of their external resources (development of safety and feeling of protection), and mastering their interpersonal skills and problem solving ability (such as persistence, humor and communication).