Effectiveness of Emotion-Focused Education on Enhancing Academic Resilience and Self-Regulation in Adolescent Girls
Downloads
Objective: This study aimed to evaluate the effectiveness of an emotion-focused educational program on academic resilience and self-regulation skills in female high school students experiencing academic decline.
Methods and Materials: A quasi-experimental study with a pre-test, post-test, and one-month follow-up design was conducted. A total of 40 female students from Qarchak City, Iran, were selected through convenience sampling and randomly assigned to either an experimental group (n = 20) or a control group (n = 20). The intervention included eight 90-minute sessions of emotion-focused education. Academic resilience and self-regulation were assessed using validated scales. Data were analyzed using repeated-measures ANOVA, with effect sizes reported.
Findings: Significant improvements were observed in the experimental group compared to the control group for both academic resilience (F(1, 42) = 270.440, p < .001, η² = 0.676) and self-regulation (F(1, 64) = 293.565, p < .001, η² = 0.665). Bonferroni post-hoc tests revealed sustained improvements from pre-test to post-test (p < .001) and from pre-test to follow-up (p < .001). The experimental group demonstrated an average increase of 25.4% in resilience scores and 10.7% in self-regulation scores, while no significant changes occurred in the control group.
Conclusion: The emotion-focused educational program effectively enhanced academic resilience and self-regulation in students experiencing academic decline, with sustained effects at follow-up. However, the study’s limitations, including a small sample size and convenience sampling, should be taken into account. Future research should investigate the long-term effects of emotion-focused interventions across various educational settings.
Downloads
Abdolali, Z., Sepanta, M., & Afshar Zanjani, H. (2023). The Effectiveness of Compassion-Focused Therapy for Parents on Reducing Aggression, Behavioral Problems, and Anxiety in Children. International Journal of Body, Mind and Culture, 7(3), 172-179. https://doi.org/10.22122/ijbmc.v7i3.222
Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion-focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025. https://doi.org/10.1016/j.tate.2020.103025
Bazaz, S. M., & Farhadian, A. (2025). Predicting Academic Burnout Based on School Belongingness, Parenting Styles, and Academic Resilience. Jayps, 6(3), 79-86. https://doi.org/10.61838/kman.jayps.6.3.9
Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How psychological capital mediates between study-related positive emotions and academic performance. J Happiness Stud, 20(2), 605-617. https://doi.org/10.1007/s10902-018-9963-5
Cassidy, S., Mawdsley, A., Langran, C., Hughes, L., & Willis, S. C. (2023). A large-scale multicenter study of academic resilience and well-being in pharmacy education. American Journal of Pharmaceutical Education, 87(2), ajpe8998. https://doi.org/10.5688/ajpe8998
Davis, M. C., Luecken, L., & Lemery‐Chalfant, K. (2009). Resilience in Everyday Life: Introduction to the Special Issue. Journal of Personality, 77(6), 1637-1644. https://doi.org/10.1111/j.1467-6494.2009.00595.x
Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. https://doi.org/10.1177/0165025416687412
England-Mason, G., & Gonzalez, A. (2020). Intervening to shape children's emotion regulation: A review of emotion socialization parenting programs for young children. Emotion, 20(1), 98. https://doi.org/10.1037/emo0000638
Gagne, F. M., & Lydon, J. E. (2001). Mind-set and close relationships: When bias leads to (in) accurate predictions. Journal of personality and social psychology, 81(1), 85. https://doi.org/10.1037/0022-3514.81.1.85
Gagne, J. R., Liew, J., & Nwadinobi, O. K. (2021). How does the broader construct of self-regulation relate to emotion regulation in young children? Developmental Review, 60, 100965. https://doi.org/10.1016/j.dr.2021.100965
Ghorpade, M. N. K. (2023). Effectiveness of Emotion Focused Therapy (EFT) on self-esteem and other psychosocial skills: A Systematic Review. Korean Journal of Physiology and Pharmacology, 27(3), 237-243. https://onlinelibrary.wiley.com/doi/abs/10.1002/cpp.2690
Gutiérrez-de-Rozas, B., Molina, E. C., & López-Martín, E. (2022). Academic Failure and Dropout: Untangling Two Realities. European Journal of Educational Research, 11(4), 2275-2289. https://doi.org/10.12973/eu-jer.11.4.2275
Hansen, K. Y. (2025). Identifying School-Level Factors Predicting Academic Resilience in Sweden: Evidence From PISA Studies. European Journal of Psychology of Education, 40(2). https://doi.org/10.1007/s10212-025-00970-6
Kimber, B., & Sandell, R. (2009). Prevention of substance use among adolescents through social and emotional training in school: A latent-class analysis of a five-year intervention in Sweden. Journal of Adolescence, 32(6), 1403-1413. https://doi.org/10.1016/j.adolescence.2009.10.005
Masten, A. S., & Reed, M. J. (2004). Resilience in Development: A Handbook of Positive Psychology. Oxford University Press. https://books.google.com
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The Role of Family Context in the Development of Emotion Regulation. Soc Dev, 16(2), 361-388. https://doi.org/10.1111/j.1467-9507.2007.00389.x
Murray, D. W., Rosanbalm, K. D., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective. https://dukespace.lib.duke.edu
Panganiban, T. D. C., Tagare, R. L., Aquino, J. M., Prevandos, F. G., Mañalac, E. R., Payumo, A., Sinag, J. M., Quibral, J., Longakit, J., García, A., Ballera, J. D., Celestial, E., Setiawan, E., & Lobo, J. (2025). Strengthening Future Educators: How School Climate Shapes Academic Resilience in Physical Education Teacher Education Students. Sportis Scientific Journal of School Sport, Physical Education and Psychomotricity, 11(2), 1-28. https://doi.org/10.17979/sportis.2025.11.2.11366
Pascual-Leone, A., Yeryomenko, N., Sawashima, T., & Warwar, S. (2019). Building emotional resilience over 14 sessions of emotion-focused therapy: Micro-longitudinal analyses of productive emotional patterns. Psychotherapy Research, 29(2), 171-185. https://doi.org/10.1080/10503307.2017.1315779
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2023). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Dev, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
Price, M. J., Mudrick, N. V., Taub, M., & Azevedo, R. (2018). The Impact of Emotion Regulation on Self-Regulated Learning with Metatutor. Intelligent Tutoring Systems: 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11-15, 2018, Proceedings 14 (pp. 170-179),
Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-Minguez, L. A., & Fernandez-Ortega, C. (2023). Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience, and academic performance in a sample of Spanish secondary school students. Frontiers in Psychology, 14, 1073529. https://doi.org/10.3389/fpsyg.2023.1073529
Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European Journal of Investigation in Health, Psychology and Education, 11(2), 334-344. https://doi.org/10.3390/ejihpe11020025
Sarwar, R., Akhtar, S., Sarwar, A., Shahid, M., Komal, F., Chandni, M., & Majid, M. (2025). Impact of Personality Traits, Social Media Addiction, and Academic Resilience in College Students. ACADEMIA International Journal for Social Sciences, 4(2), 495-503. https://doi.org/10.63056/ACAD.004.02.0192
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: The role of parenting style. Scientific reports, 14(1), 5571. https://doi.org/10.1038/s41598-024-55530-7
Suardi Wekke, I., Iswanto, A. H., Abed, A. M., Hussein Ali, M., Samal, A., Abdullah Talib, H., Islam, Z., Fakri Mustafa, Y., H. Kzar, H., & Beheshtizadeh, N. (2022). The Relationship between Emotional Intelligence and Academic Achievement among the Students of Trisakti University, Indonesia. International Journal of Body, Mind and Culture, 10(1), 90-98. https://doi.org/10.22122/ijbmc.v10i1.390
Tamminen, K. A., Kim, J., Danyluck, C., McEwen, C. E., Wagstaff, C. R., & Wolf, S. A. (2021). The effect of self-and interpersonal emotion regulation on athletes' self-regulation and goal achievement in competition. Psychology of Sport and Exercise, 57, 102034. https://doi.org/10.1016/j.psychsport.2021.102034
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models. https://psycnet.apa.org/record/1998-07519-001
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Zimmerman, B. J. (2023). Dimensions of academic self-regulation: A conceptual framework for education. In Self-regulation of learning and performance (pp. 3-21). Routledge. https://doi.org/10.4324/9780203763353-1
Copyright (c) 2025 International Journal of Body, Mind and Culture
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
