Effectiveness of Cognitive Emotion Regulation Strategies Training on Increasing Mental Vitality of  Junior High School Students

Leila Hosseini  Tabaghdehi; Akrameh Sadat  Yaghoubi; Fatemeh  Mahmoudi

doi:10.18502/tbj.v23i5.17664

Leila Hosseini Tabaghdehi Assistant Professor Department of Educational Management, Islamic Azad University, Ramsar, Iran.
Akrameh Sadat Yaghoubi Ph.D. higher education management, Islamic Azad University, Sari, Iran.
Fatemeh Mahmoudi M.A. Graduate Psychology, Islamic Azad University, Sari, Iran.

DOI: https://doi.org/10.18502/tbj.v23i5.17664

Keywords: Teaching Cognitive Strategies, Emotional Regulation, Mental Vitality, Separation Anxiety

Abstract

Introduction: Mental vitality has been considered as one of the components of well-being and one of the most important psychological needs of humans. The aim of this study was to investigate the effectiveness of cognitive emotion regulation strategies training on increasing mental vitality among junior high school students in Neka city.

Methods: This quasi-experimental study was conducted with a pretest-posttest design with a control group. The statistical population included all junior high school students in Neka city during the academic year 2022-2023 (N=1732). Through purposive sampling, 60 students were selected and were randomly assigned to two groups. One group (n=30) received cognitive emotion regulation strategies training, while the control group (n=30) received no intervention. The Subjective Vitality Scale (SVS), a 7-item questionnaire, was used to measure mental vitality. The intervention consisted of 10 educational sessions, 60 minutes each twice a week. Data were analyzed using univariate analysis of covariance (ANCOVA) and SPSS-26 software.

Results: The results showed significant differences between mean scores of social competence and school avoidance in pretest, posttest, and follow-up stages compared to the control group (P<0/05).

Conclusion: Results indicated a significant difference between the two groups in mental vitality posttest scores, demonstrating the positive and significant effect of cognitive emotion regulation strategies training on mental vitality of junior high school students. The training led to increased mental vitality among junior high school students.