Development of an Educational Model of Emotional regulation Based on Gross Emotional Regulation (ERT), Emotional Schema Therapy (EST), Emotional Transformation Therapy (ETT) on Internet Addiction with the Different Role of Brain and Behavior Systems

It has linked Emotion regulation difficulties and Internet addiction in several studies. This study was conducted to investigate the effective development of an educational model of emotional regulation based on Gross emotional regulation (ERT), Emotional Schema Therapy (EST), Emotional Transformation Therapy (ETT) on internet addiction with the different roles of brain and behavior systems. This semi-experimental study used a pre-test-post-test design with a control group and a follow-up period. The statistical population of the research was all Internet user students of the second secondary level of Islamshahr in the second half of 2021 (15 to 18 years old, girls). The sample size consisted of 100 people who were randomly selected by purposive sampling and placed in three experimental and control groups (Activation System (BAS), Inhibition System (BIS), and Fight-Fight-Freeze System (FFFS) groups). The research included a revised questionnaire from Jackson's (2009) Reinforcement Sensitivity Theory (r-RST) and Young's Internet Addiction Test (2007). Univariate covariance analysis was performed using SPSS version 26 software. According to the study finding, emotion regulation training reduced the Internet addiction score in the experimental group (P=0.001; F=71.262). In addition, the effect size of emotional regulation training on internet addiction was 0.811%. Emotion regulation training for students leads to increased awareness of emotional understanding and acceptance, identification of anxiety-provoking situations, change of emotional response, and less tendency to Internet addiction.