An Examination of the Efficacy of Emotion Regulation Training on Reducing Behavioral Problems and Enhancing Academic Achievement Among High-risk Vocational School Students
| Author | Sedigheh Rezaei Dehnavi | en |
| Author | Armina Giahi | en |
| Author | Vajihe Rabi | en |
| Orcid | Sedigheh Rezaei Dehnavi [0000-0002-2714-7665] | en |
| Orcid | Armina Giahi [0009-0002-3440-2916] | en |
| Orcid | Vajihe Rabi [0009-0005-5442-5164] | en |
| Issued Date | 2026-03-31 | en |
| Abstract | Background: Students with risky behaviors in vocational school students often experience behavioral and academic difficulties associated with poor emotion regulation. Improving emotion regulation skills may help reduce behavioral problems, such as anxiety and attention problems, and may also improve academic performance. Objectives: This study aimed to evaluate the effectiveness of emotion regulation training in reducing behavioral problems and improving academic achievement among high-risk vocational school students. Methods: This quasi-experimental study used a pretest-posttest design with a control group. The target population comprised vocational school students in Isfahan, Iran, who were identified as exhibiting risky behaviors. Using the Iranian Adolescent Risk-Taking Scale, 30 students in Grades 10 and 11 were selected through multistage cluster sampling and randomly assigned to experimental and control groups. Data were collected before and after the intervention using the Child Behavior Checklist-Youth Self-Report and academic transcripts for the 2019 - 2020 academic year. Data were analyzed using analysis of covariance in SPSS version 22. Results: Emotion regulation training significantly reduced disciplinary problems (F(1, 27) = 171.02, P = 0.002, partial η2 = 0.86) and behavioral problems (F(1, 27) = 105.58, P = 0.003, partial η2 = 0.79), and improved academic performance (F(1, 27) = 31.59, P = 0.002, partial η2 = 0.53) compared with the control group. Conclusions: Emotion regulation training appears to be effective in reducing behavioral problems and improving academic performance among high-risk vocational school students. However, given the small sample size and single-school setting, the findings should be interpreted with caution. | en |
| DOI | https://doi.org/10.5812/ijhrba-165978 | en |
| URI | https://brieflands.com/journals/ijhrba/articles/165978 | en |
| Keyword | High-risk Behaviors | en |
| Keyword | Emotion Regulation | en |
| Keyword | Behavioral Problems | en |
| Keyword | Academic Achievement | en |
| Keyword | Vocational School Students | en |
| Publisher | Brieflands | en |
| Title | An Examination of the Efficacy of Emotion Regulation Training on Reducing Behavioral Problems and Enhancing Academic Achievement Among High-risk Vocational School Students | en |
| Type | Research Article | en |
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