Comparison of the Effectiveness of William’s DISC Model and Emotion Regulation Intervention on Academic Anxiety of Adolescents with Covid-19 Patient

The aim of this study was to the comparison of the effectiveness of William’s DISC model and emotion regulation intervention on academic anxiety of adolescents with the covid-19 patients. The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 60 people from the statistical population who were selected by purposive sampling method and randomly assigned to three groups DISC model, emotion regulation group, and control group. In this study, an academic anxiety scale (AAS, Alpert & Haber, 1960) was used to collect data. The collected data were analyzed using the analysis of MANCOVA. The results showed that there was a statistically significant difference between academic anxiety in the experimental groups and the control group (P <0.001). The results also showed that disk model intervention and emotion regulation training reduced adolescents' academic anxiety to some extent (P <0.001). The obtained results show that DISC model intervention and emotion regulation intervention are effective in reducing academic anxiety in adolescents with Covid-19 patients in both stages and the difference between the DISC model and emotion regulation groups is not significant (p <0.05).