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Comparing the effectiveness of study skills training with and without emotion regulation on educational self-destructive behaviors of medical students
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Pouria Pazhoohanfar   , Samane sadat Tabatabaee , Fatemeh Shahabizadeh , Reza Dastjerdi |
| Assistant Professor, Department of Psychology, Islamic Azad University, Birjand, Iran (Corresponding Author ) , tabatabaee88@yahoo.com |
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Abstract: (521 Views) |
Introduction: The ability to manage and regulate emotions helps students adaptively manage these academic stresses; therefore, the present study aimed to compare the effectiveness of studying skills training with and without emotion regulation on self-destructive educational behaviors of medical students.
Methods: The present study was quasi-experimental, with pre-tests, post-tests, and a control group. The study's statistical population was students (male and female) studying at Birjand University of Medical Sciences in 2022. 60 people were selected using convenience sampling and placed randomly in two experimental and control groups of 20 people. To compare the two groups, the study skills training group with emotion regulation received group training for 16 90-minute sessions and the study skills training group without emotion regulation received training for 16 90-minute sessions. The Cunningham Educational Self-Destructive Behaviors Questionnaire (2002) was used to measure educational self-destructive behaviors. Finally, the research data were analyzed using the covariance test in SPSS-26.
Results: The results of the study indicated that both methods of teaching study skills based on emotion regulation and without emotion regulation significantly reduced self-destructive educational behaviors in medical students (P<0.05). A comparison of means showed that teaching study skills based on emotion regulation was more effective than teaching study skills without emotion regulation.
Conclusion: The results of this study showed that combining study skills with emotion regulation can effectively reduce self-defeating educational behaviors and improve the quality of students' learning. These findings emphasize the importance of integrating emotional aspects in educational programs to increase academic productivity.
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| Keywords: Study skills with emotion regulation, Study skills without emotion regulation, Self-defeating educational behaviors, Medical students |
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Full-Text [PDF 360 kb]
(212 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2024/12/24 | Accepted: 2025/02/17 | Published: 2025/01/29
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