The effectiveness of the emotion regulation strategies training on increasing students academic resilience and engagement in the middle school

Aim: This research was aimed to investigate the effect of emotion regulation strategies training on increasing students academic resilience and engagement in the middle school.
This is a quasi-experimental research in pretest-posttest design accompanied by a control group. The statistical population comprised all female students of middle schools (first period) Ramsar city that were 820 people. Among them, by random cluster sampling, 40 students selected and replaced randomly in two experimental and control groups. For data collecting, Samuels academic resilience scale (2004) and Fredricks and his colleagues academic engagement scale (2004) were used. The students of experimental group were trained by gross emotion regulation protocol in ten 60-minute sessions. And at the end, the students of two groups replied the questionnaire again. The data was analyzed by spss and covariance method.
The result showed that emotion regulation training causes to increase academic resilience and engagement in the students of experimental group.
It can be concluded from this study that emotion regulation strategies by improving the unreasonable beliefs and irrational behaviors by emotions understanding and modifying lead to increasing academic resilience and engagement.