zangi, M., Sadeghi, M., Ghadam Poor, E. (2018). The effect of emotion-focused processing strategies training on academic adjustment of girl students. Iranian journal of Learning and Memory, 1(2), 23-28.
masomeh zangi; Masoud Sadeghi; Ezatolah Ghadam Poor. "The effect of emotion-focused processing strategies training on academic adjustment of girl students". Iranian journal of Learning and Memory, 1, 2, 2018, 23-28.
zangi, M., Sadeghi, M., Ghadam Poor, E. (2018). 'The effect of emotion-focused processing strategies training on academic adjustment of girl students', Iranian journal of Learning and Memory, 1(2), pp. 23-28.
zangi, M., Sadeghi, M., Ghadam Poor, E. The effect of emotion-focused processing strategies training on academic adjustment of girl students. Iranian journal of Learning and Memory, 2018; 1(2): 23-28.
The effect of emotion-focused processing strategies training on academic adjustment of girl students
1Ph.D Student of Educational Psychology, Lorestan University, Khoramabad, Iran.
2Assistant Professor of the Department of Psychology, faculty of humanism in Lorestan uni, Khoramabad city, Iran.
3Associate Professor of the Department of Psychology, faculty of humanism in Lorestan uni, Khoramabad city, Iran.
Abstract
Abstract The present study was aimed at investigating the effect of emotion-focused processing strategies training on academic adjustment of girl high school students in Kerman. This study was applied in terms of purpose and pseudo-experimental with pretest, posttest, and control-experimental groups in terms of data collection. The population of this study includes all female students of secondary school in Kerman, who are studying in the school year 2017. Sample size based on the type of research, 30 female students were selected by multi-stage cluster random sampling and randomly divided into two experimental and control groups. The studied sample based on research objectives included 30 high school students (15 subjects in each group). Both groups answered the academic adjustment questionnaire before and after the implementation of training process. The experimental group received emotion-focused processing strategies for eight sessions of 90 minutes and the control group received no training. The data were used by the statistical methods of mean, standard deviation, and analysis of covariance. The results showed that emotion-focused processing strategies training had a significant effect on academic adjustment of girl high school students at p<0.01 level.
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