A Content Analysis of the Book Thought and Lifestyle Based on Components of Emotion Regulation for Students with Special Needs in the Vocational Secondary Schools

Emotion regulation is defined as a process through which individuals can identify, assess, and affect the nature, direction, and expression of emotions. Mentally impaired individuals experience some difficulties in emotion regulation. With this issue in mind, the present research aimed at conducting a content analysis of the book Thought and Lifestyle in secondary schools based on the components of emotion regulation. The statistical population of this descriptive study was the three volumes of the above mentioned book for the students of seventh, eighth, and ninth degrees in secondary schools in the school year 2021-2022. The research instrument was a checklist provided on the basis of Gross’s process model of emotion regulation. To analyze the data, Shannon’s entropy method was used. The results showed that the component related to the situation modification was most frequent (with 34 occurrences) and attentional deployment was the least frequent (with 7 occurrences). The highest impact factor among components of emotion regulation belonged to situation modification (0.36), and the lowest to attentional deployment (0.06). Accordingly, it could be concluded that by and large emotion regulation has been relatively neglected in the book Thought and Lifestyle in vocational secondary schools.