Volume 6, Issue 2, December 2020, Page: 17-22
The Effectiveness of Emotion Regulatory Training on Test Anxiety and Processing Efficiency of High School Girl Students
Amin Taghipour, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
Shiva Razi, Faculty of Humanity Sciences, Boukan Azad University, Boukan, Iran
Received: Mar. 7, 2020;       Accepted: Apr. 7, 2020;       Published: Sep. 3, 2020
DOI: 10.11648/j.ijnpt.20200602.11      View  240      Downloads  31
Emotional order, expresses the psychological and behavioral processes in which individuals affect their feelings and others. The Purpose of this study is determining effect of emotion regulation training on the test anxiety and processing efficiency among high school girls' students. a quasi-experimental design was selected to run this study and anxiety questionnaire developed by spilberger was used to collect data. The population of this study was the whole girls' students of Bonab's high schools. 44 samples were selected through multiple stage cluster sampling and assigned to two groups of experimental and control group. After the pretest, the participants in experimental group were given emotion regulation training based on gross model for one hour in 8 sessions. The control group did not receive any training in all these session. And there was no intervention. After the sessions, these groups were evaluated once again. Manova was used to analyze the data. Furthermore meaningful level is considered in all of the analyze (p<0/05) for this research. Data analyzes showed that emotion regulation was effective for test anxiety and processing efficiency. Emotion regulation skills can be offered to students for enabling them to manage their anxiety at school.
Emotion Regulation, Test Anxiety, Processing Efficiency
To cite this article
Amin Taghipour, Shiva Razi, The Effectiveness of Emotion Regulatory Training on Test Anxiety and Processing Efficiency of High School Girl Students, International Journal of Neurologic Physical Therapy. Vol. 6, No. 2, 2020, pp. 17-22. doi: 10.11648/j.ijnpt.20200602.11
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This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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