Evaluation of the effectiveness of emotion regulation training on positive and negative emotions and progress emotion in students

Golestaneh, Seyed Mousa; Hoseini, Faredeh Sadat; Hekmatiyan Fard, Sadegh; Alamdari, Soheila

doi:10.30473/etl.2024.70746.4172

Evaluation of the effectiveness of emotion regulation training on positive and negative emotions and progress emotion in students

Document Type : Research

Authors

¹ Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran

² Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran.

³ Ph.D. Student in Psychology, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran.

⁴ MSc. Psychology, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran

10.30473/etl.2024.70746.4172

Abstract

A B S T R A C T
The purpose of this research was to determine the effectiveness of emotion regulation training on positive and negative emotions and the emotion of progress in students. The current research method was a pre-test and post-test experiment with a control group. The statistical population of this research was all first-year undergraduate students of Persian Gulf University in the academic year 2019-2020. First, 400 people selected by multi-stage random sampling method from different faculties, then questionnaires on positive and negative emotions and emotion of progress distributed among the subjects, from among them, 120 people selected, of which 30 volunteers were randomly assigned to two groups: a control group (15 people) and an experimental group (15 people). The experimental group received eight sessions of Gross' (2007) emotion regulation training intervention. All members of the experimental and control groups administered the Watson et al. (1998) Positive and Negative Emotion Questionnaire, the Garnfsky (2001) Emotion Regulation Questionnaire, and the Peckron et al.'s (2005) Mathematical Progress Emotion Questionnaire. An inferential method (covariance) used to analyze the data. Results: The results of the covariance analysis showed that emotion regulation training has a significant effect on emotion regulation. It was also effective on positive and negative emotions and the emotion of progress. The results of this study showed that emotion regulation training, through the training of adaptive strategies, has an important role in positive and negative emotions and the emotion of progress in students.

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