Comparing the effectiveness of teaching spiritual intelligence and cognitive regulation of emotion on Academic Self-Handicapping of adolescent students

The purpose of this research was to compare the effectiveness of spiritual intelligence training and cognitive regulation of emotion on the academic self-disability of adolescent students. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all 2195 teenage female students of the 10th grade of Birjand City who studied in the academic year 2021-2022. According to Cohen's table, 25 people were selected for each group, and 75 people were selected using available sampling and then assigned to two experimental groups (spiritual intelligence training and cognitive emotion regulation training) and control using a simple random method. Two experimental groups received intervention based on spiritual intelligence and cognitive emotion regulation training, both of which were arranged in eight 90-minute sessions. The academic self-handicapping scale of Jones and Rudwalt (1982, SHS) was used to collect data. Data were analyzed by multivariate analysis of covariance. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of academic self-handicapping in the three groups at the level of 0.05. In addition, there was a significant difference at the 0.05 level between the average of the two experimental groups in academic self-handicapping. From the above findings, it can be concluded that the use of spiritual intelligence training is more effective in reducing academic self-handicapping.