Document Type : Original Article


1 Student of Educational Psychology , Islamic Azad University,Zahedan Branch,Zahedan ,Iran .

2 Associate Professor,Department of Psychology,University of sistan and BaluchestanZahedan,Iran.

3 Department of Psychology, University of Sistan & Baluchestan, Zahedan, Iran


The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement. This study was applied and in terms of research method was quasi-experimental with pre-test-post-test design and control group. The statistical population of this study consisted of male high school students in region 2 of Kerman. They were selected through cluster sampling method and randomly assigned to the experimental and control groups. Then the experimental group was trained and intervened for 8 sessions (90 minutes per session) and the control group did not receive any training. After the training sessions, the post-test was taken. The instruments used in this study included Sina Wesing (1993) adjustment questionnaire and Zarang academic engagement questionnaire (2012).To analyze the data, multivariate analysis of covariance (ANCOVA) and multivariate analysis of variance (MANCOVA)were performed using SPSS-22 software. The results of analysis of covariance showed that the intervention of strategies based on emotional and cognitive processing is effective in increasing academic adjustment and academic engagement of students. The results also showed that the effectiveness of emotional and cognitive processing strategies separately with academic engagement and students' academic adjustment was significantly related at the level of (p<0.05).Based on the research findings, it can be concluded that teaching intervention strategies of cognitive processing and emotional processing is effective in the process of increasing academic adjustment and students' academic engagement.


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