The Effectiveness of Problem Solving Skills Training on Cognitive Emotion Regulation Strategies and Self-Regulation

The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and self-regulation of students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students of Khoy city in the academic year of 2022-2023(5936 student). The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and self-regulation questionnaire (Bufard & et al, 1995), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and self-regulation students (P< 0.01). also this effectivenes was stable at the follow-up 3-month stag. In sum, the results of this study confirm the usefulness and impact of problem solving skills training on cognitive emotion regulation strategies and self-regulation students.