فهرست مطالب sevda mohammadhoseini

This study aimed to evaluate the effectiveness of acceptance and commitment therapy on self-regulation and emotion control in adolescents with high-risk behaviors. The research method was experimental with a pretest-posttest design with a control group. The study's statistical population included all-male high school students in the second year of Ardabil city in the academic year 2020-2021. The research sample consisted of 30 members of the statistical population who were selected by the purposive sampling method and randomly replaced in two groups (experimental group of 15 people and control group of 15 people). The experimental group received eight 75 -minute sessions of acceptance and commitment therapy. To collect data in pre-test and post-test, Iranian adolescent’s risk-taking scale (Soleimani Nasab et al., 2018), Emotion Control Scale (Williams et al., 1997), and Bouffard's Self-Regulation Questionnaire (1995) was used. Data were analyzed by multivariate analysis of covariance (MANCOVA). Findings showed that acceptance and commitment therapy had a significant effect on improving self-regulation (P<0.01, F=23.11) and emotion control (P<0.01, F =18.94) in adolescents with high-risk behaviors. According to the results, it can be stated that this treatment can be used as an effective intervention to improve self-regulation and emotion control in adolescents with high-risk behaviors.

The purpose of this study was to investigate the role of the meaning of education and academic engagement in predicting high-risk behaviors in adolescents. The research method was descriptive-correlational-predictive. The statistical population of this study consisted of all female secondary school students in Ardabil during the academic year of 2017-2018. 200 of them were selected by multi-stage cluster sampling. The data gathering tool was the questionnaire of academic engagement, educational meaning and high-risk behaviors. Pearson correlation coefficient and multiple regression analysis were used to analyze the data. SPSS software was used for this purpose. The results showed that there is a significant negative relationship between educational meaning and academic engagement with high-risk behaviors in adolescents. The results of multiple regression analysis showed that educational meaning and academic engagement and its components (empowerment, commitment and absorption) have the ability to predict high-risk behaviors in adolescents. According to the results, it is suggested that school counselors and psychologists provide programs to promote these variables.