The effectiveness of the emotion education model based on Dovanloo psychodynamics on academic self-regulation and academic achievement

The aim of this study was to determine the effectiveness of the emotion model based on Dovanloo psychodynamics on self-regulation and academic achievement.

This study was a quasi-experimental study of pre-test-post-test with a control and follow-up group. In the second semester of 1397-98, which had a grade point average (two consecutive semesters) less than 12, 40 people were selected as the research sample. They were then randomly divided into two groups of 20 as experimental and control. The measuring instruments in the study were the Ryan & Connell (1989) self-regulatory questionnaire, the grade point average, and the researcher-made protocol of emotion education based on Dovanlu psychodynamics. Research data were analyzed using repeated measures variance.

The results showed that the emotion model based on Dovanloo psychoanalysis was based on known regulation (F = 44.69, P = 0.001), introspective regulation (F = 5.55, P = 0.025), intrinsic motivation. (F = 41.55, P = 0.001) and external adjustment (F = 45.64, P = 0.001) as well as grade point average of academic achievement (F = 32.01, P = 0.001) are effective and This effect was stable at the follow-up stage. (p <0.01).

By educating and increasing people's awareness of emotions and anxiety and defense mechanisms, self-regulation and academic achievement can be strengthened.