Comparison the Effectiveness of Academic Buoyancy and Emotion Regulation Training on Academic Meaning and Academic Adjustment

The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. This study was semi-experimental with a pre-test and post-test design with control group. Research population consisted of ۱۱th grade students in three districts of Mashhad in ۲۰۱۸-۱۹ academic years. From them ۶۰ students were selected by purposive sampling method and randomly divided into three equal groups. The experimental groups trained ۱۲ sessions of ۷۰ minutes separately with the academic buoyancy and emotion regulation methods and control group don’t received any training. Research tools were the questionnaires of academic meaning (Henderson-King & Smith, ۲۰۰۶) and academic adjustment (Baker & Siryk, ۱۹۸۴). Data in the SPSS-۲۱ were analyzed with multivariate analysis of covariance and Bonferroni post hoc test methods. Results indicated the effectiveness of both methods of academic buoyancy and emotion regulation training in increasing academic meaning and academic adjustment (P<۰/۰۰۱). Also there was no significant difference between methods in increasing academic meaning and academic adjustment (P>۰/۰۵). Therefore, it is recommended that counselors and psychologists use the methods of academic buoyancy and emotion regulation training for increase academic meaning and academic adjustment.

کلیدواژه ها:

Academic Adjustment ، Academic Buoyancy ، Academic Meaning ، Emotion Regulation ، Training