[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 18, Issue 4 (3-2022) ::
QJFR 2022, 18(4): 113-130 Back to browse issues page
The Effectiveness of Teaching Emotion Regulation Strategies in Academic Engagement, Academic Help-Seeking, and Academic Procrastination among Female Senior High School Students
S. Fani , S. D. Hosseininasab, Ph.D. , A. Panahali, Ph.D.
Abstract:   (1566 Views)
This study sought to investigate the effectiveness of teaching emotion regulation strategies in academic engagement, academic help-seeking, and academic procrastination among female senior high school students in Gorgan. To this end, 30 students were selected through purposive sampling method and then were randomly assigned to an experimental (N=15) and a control group (N=15). The experimental group received training in Gross (2002) emotion regulation strategies package. It should be noted that both groups were pre- and post-tested using School Engagement Questionnaire (Fredricks, Blumenfeld & Paris, 2004), Academic Help-Seeking Scale (Ryan & Pintrich, 1997) and Procrastination Assessment Scale for Students (Solomon & Rothblum, 1984). Data were analyzed using ANCOVA and MANCOVA. Results showed that teaching emotion regulation strategies had a positive effect on academic help-seeking and procrastination of female students. Regarding the components of academic engagement, increase in behavioral engagement (F=10.95, P=0.003) and emotional engagement (F=6.97, P=0.014) was significant; however, increase in cognitive engagement was not significant (F=3.15, P=0.088). As to the components of academic help-seeking, increase in refusing help was not significant (F=3.65, P=0.06), while increase in accepting help was significant (F=4.60, P=0.04). With regard to academic procrastination, decrease in all three components of exam preparation (F=175.65, P=0.01), homework preparation (F=37.22, P=0.01), and final preparation (F=28.54, P=0.01) was significant. As a result, teaching emotion regulation strategies can possibly increase learning-related motivational variables.
Keywords: academic engagement, academic procrastination, emotion regulation, academic help-seeking
Full-Text [PDF 557 kb]   (1225 Downloads)    
Type of Study: Research | Subject: Special
Received: 2020/06/16 | Accepted: 2020/09/12 | Published: 2022/03/10
Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Fani S, Hosseininasab, Ph.D. S D, Panahali, Ph.D. A. The Effectiveness of Teaching Emotion Regulation Strategies in Academic Engagement, Academic Help-Seeking, and Academic Procrastination among Female Senior High School Students. QJFR 2022; 18 (4) :113-130
URL: http://qjfr.ir/article-1-1422-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 18, Issue 4 (3-2022) Back to browse issues page
فصلنامه خانواده و پژوهش Quarterly Journal of Family and Research
Persian site map - English site map - Created in 0.05 seconds with 36 queries by YEKTAWEB 4645