The effectiveness of the integrated intervention program based on self-directed learning and cognitive emotion regulation strategies on reducing exam anxiety of female secondary school students in the city of Ilam.

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.