Effectiveness of Achievement Emotions Regulation Training Package on Negative Emotions and Learning Strategies Among Female High-Schoolers

Background: Given the importance of emotions, present study is conducted to investigate the effectiveness of achievement emotions regulation training package on negative emotions and self-regulation learning strategies (cognitive and metacognitive) among female high-school students. Methods: The research method is semi-experimental with pre-test, post-test and follow-up for two months relative to the control group. The statistical population included all female high-school students in Tehran in the academic year 2017-2018. A sample size of 50 (25 students in each group) has been selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in 12 sessions of 120 minutes which took two months. Here, Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) have been used. Raw data analysis was performed using SPSS ver.22 and covariance analysis. Results : Results show that achievement emotions regulation cause to decrease negative emotions (93.7%) and increase use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results were kept approximately fixed in the follow-up phase regarding negative emotions reduction (93.5%) and increased the use of cognitive/metacognitive strategies (52.6%). Conclusion: regarding the proved effectiveness of the discussed packaged on reduction of negative emotions