Effectiveness of Emotion Regulation Training on Anxiety of High School Gifted Students

Excessive homework and unrealistic expectations of those around you may make gifted students anxious. according to this the present study was conducted aiming to investigate the effectiveness of emotion regulation trainingon anxiety of high school gifted students.

The research method of the present study was experimental with pretest, posttest control group, two-month follow-up research design. The statistical population of present study included all high-school gifted students in the city of Khorram Abad in academic year 2017-18. Simple random sampling method were used in the current study in a way that 30 students were selected through simple random sampling method from high school gifted ones in the city of Khorram Abad and they were randomly replaced into experimental and control groups. The experimental group received teaching intervention (Gross, 2007) during ten seventy-five sessions during two months while the control group didn't receive such intervention during research. The applied questionnaire in the present study included anxiety questionnaire. The data from the study were analyzed through repeated measurement ANOVA.

The results showed that the intervention of emotion regulation traininghas significantly influenced gifted students' anxiety (p<0.001). Moreover, the results showed that this intervention could significantly maintain its effect in time (p<0.001). The effect of emotion regulation trainingon anxiety of gifted students was 69% respectively.

According to the findings of the present study it can be concluded that emotion regulation trainingcan be used as an efficient treatment in order to decrease anxiety of gifted students.