The Effectiveness of Emotion Regulation Training on Adaptive Behaviors and Responsibility of Students

Abstract

The aim of this study was to investigate the effect of emotion regulation training on improving adaptive behaviors and enhancing responsibility among primary school students. This was a quasi-experimental study with a pre-test, post-test, and two-month follow-up design including a control group. The population consisted of all female primary school students aged 10 to 12 years in Shiraz. Using convenience sampling, 78 students were selected and randomly assigned to experimental and control groups (39 each). The experimental group received eight 90-minute sessions of emotion regulation training based on Gross’s (2002) protocol. Data were collected using the Adaptive Behavior Questionnaire and the Responsibility Questionnaire. Multivariate analysis of covariance (MANCOVA) was applied to analyze the data. Results of MANCOVA indicated that emotion regulation training significantly reduced attention problems, disruptive behaviors, and antisocial behaviors while improving overall adaptive behavior in the experimental group compared to the control group (p<0.001). Self-responsibility, responsibility toward others, and overall responsibility scores also increased significantly in the experimental group (p<0.001). These effects remained stable at follow-up. Emotion regulation training can serve as an effective intervention for enhancing adaptive behaviors and responsibility in students, and it is recommended to be incorporated into school-based educational and counseling programs.