Document Type : Research
Authors
1 Faculty member of Persian Gulf University
2 Bushehr Persian Gulf University
3 MSc. Psychology, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran
Abstract
The purpose of this research was to determine the effectiveness of emotion regulation training on positive and negative emotions and the excitement 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 the Persian Gulf University in the academic year 2008-2019. First, 400 people were selected by multi-stage random sampling method from different faculties, then questionnaires of positive and negative emotions and excitement of progress were distributed among the subjects, 120 people were not selected among them, of which 30 Volunteers were randomly assigned to two control (15 people) and experimental (15 people) groups. 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. Inferential method (covariance) was used to analyze the data. The results of 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 excitement 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 excitement of students' progress.
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