The effectiveness of emotion regulation strategies training on improving interpersonal relationships, self-control, and academic help-seeking in students. Educational maladjustment and discord with teachers and classmates
Conditions
Interventions
Intervention 1: Intervention group: Description of the intervention (training in emotion regulation strategies): Protocol: Based on the Gross model (Gross, 2015) with 10 60-minute sessions (2 sessions
Sponsors
Islamic Azad University
Eligibility
Sex/Gender
Female
Age
6 Years to 20 Years
Inclusion criteria
Inclusion criteria: Female students Living in Ahvaz city Declaration of consent of the subject and their parents to participate in the research
Exclusion criteria
Exclusion criteria: Subject's participation in other educational or therapeutic interventions concurrently Having disorders such as visual impairment or hearing impairment,
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Interpersonal relationships. Timepoint: Once before the study, i.e. the start of the educational intervention, and then after completing 10 educational sessions, about two months after the start of the intervention. Method of measurement: Communication Skills Questionnaire (CSQ). | — |
Secondary
| Measure | Time frame |
|---|---|
| Seeking academic assistance. Timepoint: At the beginning of the study (before the start of the educational intervention) and immediately after the end of the educational sessions, about two months after the start of the study. Method of measurement: Educational Needs Questionnaire (ESQ).;Self-control. Timepoint: At the beginning of the study (before the start of the educational intervention) and immediately after the end of the educational sessions, about two months after the start of the study. Method of measurement: Self-Control Scale (S-CS). | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactShadieh Ghaydnazeri
Islamic Azad University
Outcome results
None listed