Background and Aim: The purpose of this research was to evaluate the effectiveness of emotion regulation training on academic procrastination, test anxiety, psychological well-being and executive functions in female students of the first secondary school. It was done first in Najaf Abad city.
Methods: Using the entry and exit criteria, 40 female students eligible to enter the study were selected by random sampling and randomly assigned to two experimental (20) and control (20) groups. Before the start of the training, a pre-test was taken from both groups and they were asked to complete the test anxiety questionnaires of Abolghasemi et al. (2015), the short version of the psychological well-being questionnaire of Ryff (1989), the academic procrastination of Solomon and Rothblum (1984) and the rescue cognitive abilities (2012). The data obtained using spss-28 software at two levels of descriptive statistics and inferential statistics were analyzed.
Results: The results showed that there was a difference between the emotion regulation training group and the control group in the variables of academic procrastination. There is a significant difference in exam anxiety, psychological well-being, and executive functions in the post-exam stage. executive functions, and increasing psychological well-being scores (P<0/01).
Conclusion: According to the research results, it can be said that emotion regulation training can be considered as an important skill in the field of education to reduce academic procrastination, test anxiety, increase psychological well-being and improve executive functions of students.