The effectiveness of Cognitive emotion regulation training on Aggression and Academic Self-Handicapping of adolescent students

The present study aimed to assess the effectiveness of cognitive emotion regulation training on students' aggression and academic self-disability. The research followed a semi-experimental design with a pre-test-post-test and a control group. The statistical population included all 2195 female 10th-grade students in secondary schools in Birjand city during the academic year 2021-2022. Random cluster sampling selected 50 individuals, who were then randomly assigned to experimental and control groups. The experimental group underwent cognitive emotion regulation training once a week for a total of 8 sessions, each lasting 90 minutes. Data collection utilized Zahedifar et al.'s (2000) Aggression Questionnaire (AAI) and Jones and Rudwalt's (1982) Academic Self-Handicapping Scale (SHS). Multivariate covariance analysis was employed for data analysis. The findings, after controlling for the pre-test effect, revealed a significant difference in post-test average aggression and academic self-handicapping between the experimental and control groups. In conclusion, the research indicates that cognitive emotion regulation training is effective in reducing aggression and alleviating academic self-disability among adolescent students.