The Effectiveness of Teaching Emotion Regulation Strategies in The Components of Academic Procrastination and the Components of Academic Performance of Girl High School Students

The aim of this study was to determine the effectiveness of teaching emotion regulation strategies and academic procrastination on girl high school students (200 people) in the city of Gorgan. In the present study, 30 students from the mentioned population were randomly selected. Then they were randomly assigned to the experimental group (15 students) and the control group (15 students).The Regulation strategies were implemented on the experimental group. The students answered the Solomon and Roth Bloom (1984) academic procrastination questionnaires and the Pham and Taylor academic performance questionnaires before and after the performance. The data were analyzed using one-way analysis of covariance and multivariate analysis of covariance. The results showed these teachings in the experimental group reduced the mean of procrastination components. Components of academic performance (self-efficacy, planning and motivation) increased, while the mean of emotional effects and lack of outcome control decreased. These changes were significant at the level (p <0.001). As the result, the present study generally showed That teaching this training can be effective Therefore, it is recommended to use this educational program for people who deal with teaching and learning in schools.