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The Effect of Emotional Self-Regulation Training on Assertiveness Skills and Motivational Beliefs in Students

Document Type : Original Article

Authors

1 Master of Science in Educational Psychology., Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran

2 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran

10.22111/ijaer.2025.51347.1011

Abstract

The purpose of this research was to determine the effect of emotional self-regulation training on assertiveness skills and motivational beliefs in students.The research method was a semi-experimental pre-test-post-test type with a control group.From the statistical population, which included all sixth grade female students of Mirjaveh in the academic year of 1997-1998, using the purposeful sampling method, 40 people were randomly replaced in two experiment and control groups.The tools used were Gambrill and Ritchie's Daring Questionnaire (1975) and Motivational Strategies for Learning Questionnaire (1990).Covariance analysis method was also used to analyze the data.
The results of the research showed that emotional self-regulation training was effective on students' assertiveness skills and motivational beliefs (p<0.01). Also, the effect of emotional self-regulation training on the components of motivational beliefs such as increasing self-efficacy and reducing exam's anxiety has also been positive and significant (p<0.01). But the results of the effect of emotional self-regulation training on internal valuation were not significant (p<0.05).Considering the negative consequences of weak motivational beliefs and assertiveness skills in students; Therefore, in order to strengthen these variables, it is suggested that emotional self-regulation be taught to students by teachers and education planners in the form of class discussions or empowerment workshops.

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Iranian Journal of Applied Educational Research
Volume 1, Issue 1
April 2025
Pages 50-58
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