The Effectiveness of Academically Unproductive Behaviors on The Difficulty of Emotion Regulation, Self-Discipline and Academic Self-Concept

The present study was conducted with the aim of determining the effectiveness of academically unproductive behaviors on the difficulty of emotion regulation, self-regulation and academic self-concept of students.

The research method was semi-experimental with a pre-test, post-test design with a control group. The statistical population was all the students of the Islamic Azad University, Sanandaj branch in the academic year of 2020-2021. 30 volunteers entered the study as they were available and were randomly replaced in two groups of 15 people, experimental and control. Data were collected using the difficulty of emotional regulation questionnaire by Gertz and Roemer (2004), academic self-regulation by Bouffard et al. (1995) and academic self-concept by Liu and Wang (2005). The experimental group received 10 sessions of 75 minutes (2 sessions per week) under the training package based on academically unproductive behaviors, and the control group did not receive any intervention. Statistical data analysis was done using multivariate covariance analysis method and SPSS version 23 software. The significance level of the tests was considered 0.05.

Findings showed that by controlling the effect of the pre-test, there is a significant difference between the post-test of the experimental group and the control group in difficulty in regulating emotions, academic self-regulation and academic self-concept of students (p<0.001).

Based on the results of the research, it can be said that the educational package based on academically unproductive behaviors is a suitable intervention method for improving the difficulty in regulating emotions and promoting academic self-regulation and academic self-concept of students.