The effectiveness of achievement emotion regulation training on negative emotions and psychological well - being of female middle school students in Tehran

The influential and important role of emotions in students' academic life has drawn the attention of educational psychologists to emotions. So, can emotion regulation training affect students' negative emotions and psychological well-being?

The aim of the present research was to study the effectiveness of achievement emotions regulation training on negative emotions and psychological well-being of students.

This research was a quasi-experimental study with pretest-posttest and follow-up design with control group. The statistical population included all female middle school students in the city of Tehran during the academic year 2016-2017. Random cluster sampling was used. Participants completed the Achievement Emotion Test (Pekrun, Goetz & Perry, 2005) and the Psychological Well-being Scale (Ryff, 2002). Then, 50 students with high negative emotions were selected (n=356) and were randomly divided into two experimental and control groups. The researcher-made training package (1986) was administered to the experimental group for 6 weeks (2 sessions per week, 60-90 minutes each session) and the control group received no training. Data were analyzed using univariate analysis of covariance.

The results indicated that achievement emotions regulation training significantly decreased negative emotions and also significantly increased psychological well-being among the experimental group in post-test (p=0/001). These results continued during the follow-up period too.

Achievement emotions regulation training was effective on reducing negative emotions and promoting psychological well-being in female students.