The Effect of Emotional Self-Regulation Training Program on Positive Emo-tions of Learning and Academic Seriousness of Students

Document Type : Scientific Articles

Authors

1 Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran.

2 Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran .

3 3M.A. Student in Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran .

4 4M.A. Student in Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran .

Abstract

The aim of the present study was to study the effectiveness of the emotional self-regulation training program on positive emotions of learning and academic seriousness of sixth grade elementary school students. In the same vein, in a quasi-experimental method with a pre-test-post-test design with a control group, 30 sixth grade elementary school students in Tabriz in 2024-2025. with academic seriousness and low positive academic emotions were selected on the basis of the cut-off point Soleimanpouromran’s the academic seriousness and Pekran et al’ the emotions of achievement inventories., available and voluntary. These individuals were randomly assigned to two control and experimental groups of 15 people. The emotional self-regulation intervention package was implemented in 8 45-minute sessions (one session per week) during 3 months only on the experimental group. Both groups completed the scales before and after the intervention. Multivariate analysis of covariance revealed that the emo-tional self-regulation intervention was significantly effective on students' academic serious-ness and positive academic emotions. Accordingly, it can be concluded that considering the effectiveness of the emotional self-regulation intervention on academic seriousness and posi-tive academic emotions, its training is recommended for this group of students.

Keywords

References

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Journal of Educational Psychology Studies
Volume 23, Issue 61
May 2026
Pages 239-211

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