Effectiveness of educational package of cognitive-emotional self-regulation strategies self-efficacy and procrastination of aggressive female students Military families

The purpose of this study was to determine the effectiveness of the educational package of cognitive-emotional self-regulation strategieson self-determination, self-efficacy, A semi-experimental research method. The statistical population of the qualitative part included all psychology professors of the university, specialists and therapists in psychology (especially emotional therapies), and in the quantitative part, all the aggressive female students of the second secondary school of Tunkabon city. The sample size of the qualitative part is 10 people based on interviews at the saturation level, which was selected using the purposeful sampling method, and in the quantitative part, a sample size equal to 30 people was selected randomly in the experimental group (15 people) and the control group ( 15 people) were divided. The data collection tools in the qualitative part were semi-structured interviews and in the quantitative part, the self-determination questionnaire of Desi and Ryan (1985), the self-efficacy questionnaire of Scherer (1982) and the procrastination questionnaire of Tuckman (2001). thematic analysis and three types of coding were used in the qualitative part, and the multivariate covariance analysis (MANCOVA) method was used in the quantitative part. The results showed that in the qualitative part, cognitive-emotional self-regulation strategies were formulated in 9 sessions, were obtained and based on the results of the quantitative part, there was a significant difference between the mean scores of the post-test components of autonomy, competence and communication in The female students of the experimental and control groups showed (P=0.001).