Fataneh Kheiripour - PhD Candidate in General Psychology, Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
Maryam Bahrami Hidaji - Assistant Professor, Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
Fatemeh Mohammadi Shirmahaleh - Clinical Cares and Health Promotion Research Center, Karaj Branch, Islamic Azad University, Karaj, Iran
Zohreh Rafezi - Assistant Professor of Psychology, Clinical Psychology Department, Faculty of Psychology and Education, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran
Mania Asgharpour - Assistant Professor, Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran

Background: It has linked Emotion regulation difficulties and Internet addiction in several studies. This study was conducted to investigate the effective development of an educational model of emotional regulation based on Gross emotional regulation (ERT), Emotional Schema Therapy (EST), Emotional Transformation Therapy (ETT) on internet addiction with the different roles of brain and behavior systems. Method: This semi-experimental study used a pre-test-post-test design with a control group and a follow-up period. The statistical population of the research was all Internet user students of the second secondary level of Islamshahr in the second half of ۲۰۲۱ (۱۵ to ۱۸ years old, girls). The sample size consisted of ۱۰۰ people who were randomly selected by purposive sampling and placed in three experimental and control groups (Activation System (BAS), Inhibition System (BIS), and Fight-Fight-Freeze System (FFFS) groups). The research included a revised questionnaire from Jackson's (۲۰۰۹) Reinforcement Sensitivity Theory (r-RST) and Young's Internet Addiction Test (۲۰۰۷). Univariate covariance analysis was performed using SPSS version ۲۶ software.Findings: According to the study finding, emotion regulation training reduced the Internet addiction score in the experimental group (P=۰.۰۰۱; F=۷۱.۲۶۲). In addition, the effect size of emotional regulation training on internet addiction was ۰.۸۱۱%. Conclusion: Emotion regulation training for students leads to increased awareness of emotional understanding and acceptance, identification of anxiety-provoking situations, change of emotional response, and less tendency to Internet addiction.

Emotional Regulation Training, Internet Addiction, Brain and Behavioral Systems