The Impact of Educational of cognitive emotion regulation on academic excitement and academic well-being of secondary high school students in corona pandemic

Document Type : Original Article

Authors

1 Phd Candidate in Educational Psychology, Islamic Azad University Tabriz Branch, Tabriz, Iran

2 Associate professor, Department of Psychology, Tabriz University of Medical Science, Tabriz, Iran

3 Assistant professor, Department of Psychology, Islamic Azad University Tabriz Branch, Tabriz, Iran

10.22098/ael.2022.1558

Abstract

In the context of virtualization of education, important concepts such as educational excitement and academic well-being have undergone changes.Present study aimed to determine the effectiveness of cognitive emotion regulation training on academic excitement and academic well-being of secondary high school students in corona pandemic conditions. This research is quasi-experimental and its statistical population involves high school students in Tabriz, which a part of it as 40 people were selected by cluster sampling method and as research samples were randomly divided into experimental and control groups. Students in both groups completed the the Granfsky et al. Cognitive Emotion Regulation Questionnaire (CERQ), the Tominin-Sumini Academic Welbeing Questionnaire (AWBQ) and the Pekran et al.'s Academic Emotion Questionnaire (2011) in both pre-test and post-test. The experimental group received cognitive emotion regulation training in 16 sessions. The data were analyzed using multivariate analysis of variance (MANOVA). The results of the present study indicate that in the experimental group compared to the control group, positive academic emotions increased and negative academic emotions decreased and the academic well-being increased in the experimental group significantly. Considering the dimensions of the effects of this pandemic and changing the method of teaching and learning, especially in secondary high school students, along with routine classroom instructions, complementary instructions such as training self-regulatory learning skills is necessary.

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History

  • Receive Date: 06 December 2021
  • Revise Date: 08 January 2022
  • Accept Date: 09 March 2022

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