The effectiveness of emotion regulation training based on Gross model on academic self-concept and social adjustment of high school students

The aim of this study was to investigate the effectiveness of emotion regulation training based on Gross model on academic self-concept and social adjustment of high school students in Tehran in 1399. The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all female high school students in District 2 of Tehran who were selected by convenience sampling method and were divided into experimental (n = 15) and control (n = 15) groups. The experimental group underwent 8 sessions of 90-minute emotion regulation training based on the Gross model, and the control group waited for treatment during this period. Data collection method was based on the standard questionnaire of academic self-concept (Delaware, 1993) and the standard questionnaire of California individual-social adjustment (Clark et al., 1953). Analysis of information obtained from the implementation of questionnaires was performed through SPSS software in two descriptive and inferential sections (mankova). The results showed that emotion regulation training based on the Gross model has improved academic self-concept in high school students. Findings also showed that emotion regulation training based on Gross model has increased studentschr('39') adjustment (personal and social). Accordingly, teaching emotion regulation skills based on the Gross model can be used as a useful intervention method to increase academic self-concept and social adjustment and thus better student efficiency.