Document Type : Original Article
Authors
1 M.Sc. in General Psychology, Department of Psychology, Rahbord shomal Institute of Higher Education, Rasht, Iran.
2 Department of Psychology, Rahbord Shomal Institute of Higher Education, Rasht, Iran.
Abstract
Adolescents, during a critical and challenging period of their lives, may face threats like rumination, low resilience, and poor self-control; emotion regulation is vital for their psychological development and emotional well-being. The aim of the present study was to examine the effectiveness of emotion regulation skills training on resilience, rumination, and self-control in female students. The research method was a quasi-experimental design with a pretest–posttest and a control group. The statistical population consisted of all all female students in the junior high school (N= 412) in District 2 of Rasht during the 2023–2024 academic year. A total of 22 students were selected through purposive sampling. These participants were then randomly assigned to the experimental group ( n =11) and the control group (n =11). Data were collected using the Resilience Scale (CD-RISC, Connor–Davidson, 2003), the Rumination Response Scale (RRS; Nolen-Hoeksema & Morrow, 1991), and the Self -Control Scale (SCS; Tangney, 2004).[The experimental group received eight 90-minute sessions of emotion regulation skills training (twice a week), while the control group did not receive any training. Data were analyzed using ANCOVA in SPSS version 26. The results indicated that emotion regulation skills training was effective in improving resilience and reducing rumination in female students ( p< 0.01 ), but it did not have a significant effect on self control ( p > 0.01 ). Therefore, training emotion regulation skills is effective for enhancing resilience and reducing rumination in adolescent girls, whereas improving self-control appears to require supplementary and more targeted psychological interventions.
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