Comparing the effectiveness of an emotional intelligence promotion package based on cognitive emotion regulation strategies with successful intelligence training on coping self-efficacy of high school students

Document Type : Research Paper

Authors

Department of Educational and Psychological Services, Nae.C., Islamic Azad University, Naein, Iran

10.22038/mjms.2025.27570

Abstract

Introduction and purpose: Students are considered the future human resources of society, and their personal, psychological, and academic success are one of the fundamental missions of educational programs. Therefore, the present study was conducted with the aim of comparing the effectiveness of an emotional intelligence promotion package based on cognitive emotion regulation strategies with successful intelligence training on the coping self-efficacy of high school students.
Methodology: The present research method was a sequential exploratory mixed-method design. In the qualitative part, scientific books and articles were reviewed using inductive content analysis, and based on the extracted themes, a 12-session intervention package was developed and its content validity was confirmed. In the quantitative part, the statistical population included all second-year high school students who were studying in the second year of high school in Isfahan in the academic year 1403-1404. Of these, 45 were selected through available sampling and randomly assigned to two experimental groups and a control group. The instruments used included a demographic information questionnaire and a coping self-efficacy questionnaire. The data were analyzed using SPSS-24 software with repeated measures analysis of variance
Finding: The results showed that the emotional intelligence enhancement package based on cognitive emotion regulation strategies with CVR between 0.70 and 1, and CVI between 0.795 and 0.875 had favorable content validity. Also, the quantitative results showed that both treatment methods were effective in improving coping self-efficacy and its dimensions, and there was no significant difference between the two treatment methods in this regard (P<0.05).
Conclusion: Considering the validity of the developed package for promoting emotional intelligence based on cognitive emotion regulation strategies and its effectiveness in proportion to successful intelligence training on increasing students' coping self-efficacy, it is suggested that the above intervention package be used as an educational method in educational centers.

Keywords

Medical Journal of Mashhad university of Medical Sciences
Volume 68, Issue 4
May and June 2025

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