The Effect of Teaching Learning Strategies and Study on the Effect of Emotional Regulation Education on Academic Resilience and Exercise Anxiety among High School Girl Students in District No 9 of Tehran

This study was conducted with the aim of comparing the effects of teaching learning and study strategies with the impact of emotional regulation training on academic resilience and test anxiety of female high school students. This was a quasi-experimental method with pretest-posttest and control group. For this purpose, 60 students out of 31 schools were randomly placed in three groups (first group: teaching learning and study strategies, second group: emotional regulation training and third group: no education) after the conduction of the pretest and screening. After ten educational sessions regarding both the first and second groups, the results of the posttest by the two questionnaires of test anxiety and academic resilience were gathered and then the scores of the pretest and the posttest of the control and experimental groups were compared by the multivariate analysis methods and Schefe test. The results of data analysis showed that teaching learning and study strategies has a more significant efficiency rather than emotional regulation training on the reduction of test anxiety and the academic resilience.