Effectiveness of Reality Therapy on Emotion Regulation Difficulty and Academic Self-Handicapping of Students: A Pilot Study

Background: The ability to experience and express emotions is considered a key factor in mental health, difficulty effective emotion regulation major symptom of many psychiatric disorders. Objective: present study aimed investigate the role reality therapy on academic self-handicapping high school students. Materials & Methods: This quasi-experimental research adopted pretest-posttest control group design. statistical population included all male students Ahvaz 2021, 30 whom were selected through cluster random sampling then randomly assigned an experimental (15 participants per group). For pretest, from both groups completed Self-Handicapping Scale Difficulties Emotion Regulation Scale. 10-session intervention was implemented group, whereas received no intervention. At end sessions, posttest given groups. Data analysis performed using Analysis covariance (ANCOVA). Results: adjusted mean score among 77.5 (95%CI: 75.1-79.9) 113.35 110.9-115.7), respectively. values for 75.1 72.8-78.4) 97.3 92.4-99), According result ANCOVA, had significant effects (F=87.79, P=0.001, η2=0.78) (F=461.15, η2=0.95) Conclusions: Reality mitigated difficulties It recommended that schools help improve by providing appropriate conditions implementing sessions.