Volume 11, Issue 1 (Jan & Feb 2021)
J Research Health 2021, 11(1): 37-44 |
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Mirsamiei M, Atashpour H, Aghaei A. Effect of Achievement Emotion Regulation Training Package on Negative Emotions and Learning Strategies Among Female High School Students. J Research Health 2021; 11 (1) :37-44
URL: http://jrh.gmu.ac.ir/article-1-1697-en.html
URL: http://jrh.gmu.ac.ir/article-1-1697-en.html
1- Department of Educational Science and Psychology, Faculty of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Department of Educational Science and Psychology, Faculty of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. , hamidatashpour@gmail.com
2- Department of Educational Science and Psychology, Faculty of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. , hamidatashpour@gmail.com
Abstract: (1620 Views)
Background: Given the importance of emotions, the present study was conducted to investigate the effectiveness of achievement emotion regulation training package on negative emotions and self-regulation learning strategies (cognitive and metacognitive) among female high school students.
Methods: The research method was semi-experimental with pre-test, post-test, and follow-up for two months relative to the control group. The statistical population included female high school students in Tehran in the academic year 2017-2018. A sample size of 50 cases (25 students in each group) was selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in twelve 120-min sessions for two months. The Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) were used. Raw data analysis was performed using SPSS V. 22 and an Analysis of Covariance (ANCOVA).
Results: The results showed that regulation of achievement emotions caused a decrease in negative emotions (93.7%) and an increase in the use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results approximately did not change in the follow-up phase regarding negative emotions reduction (93.5%) and the increased use of cognitive/metacognitive strategies (52.6%).
Conclusion: The effectiveness of the discussed package was proved in the reduction of negative emotions.
Methods: The research method was semi-experimental with pre-test, post-test, and follow-up for two months relative to the control group. The statistical population included female high school students in Tehran in the academic year 2017-2018. A sample size of 50 cases (25 students in each group) was selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in twelve 120-min sessions for two months. The Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) were used. Raw data analysis was performed using SPSS V. 22 and an Analysis of Covariance (ANCOVA).
Results: The results showed that regulation of achievement emotions caused a decrease in negative emotions (93.7%) and an increase in the use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results approximately did not change in the follow-up phase regarding negative emotions reduction (93.5%) and the increased use of cognitive/metacognitive strategies (52.6%).
Conclusion: The effectiveness of the discussed package was proved in the reduction of negative emotions.
Type of Study: Orginal Article |
Subject:
● Psychosocial Health
Received: 2018/11/30 | Accepted: 2019/04/11 | Published: 2021/02/1
Received: 2018/11/30 | Accepted: 2019/04/11 | Published: 2021/02/1
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