Effectiveness comparison of self-regulated learning strategies and cognitive emotion regulation on quality of classroom life and academic well-being of secondary high school students

In the virtualization of education, important concepts such as the quality of classroom life and academic well-being have undergone changes. This study was conducted with the aim of comparing the effectiveness of teaching self-regulation learning strategies and cognitive regulation of emotions on the quality of classroom life and academic well-being of secondary school students. The research is of a semi-experimental type and the statistical population includes secondary school students of Tabriz, which is 60 people were selected by cluster sampling method and were randomly divided into two experimental groups and one control group. The students of all three groups took the questionnaires of quality of classroom life by Inley and Burke (1992), and academic well-being by AWBQ (2012). They completed the test and post-test. The experimental groups one and two received self-regulation learning strategies and cognitive emotion regulation training during 16 sessions. The data were analyzed using the analysis of covariance (ANCOVA) test. The results indicate that The quality of classroom life and academic well-being increased in both groups, but the effect of teaching self-regulation learning strategies was greater than that of cognitive emotion regulation. In terms of comparing the effect of these two methods, teaching self-regulated learning strategies has increased the quality of classroom life and academic well-being in the research samples.