Comparing the Effectiveness of Motivational Strategies Training and Emotion Regulation Training on Emotional Maturity in Female Second-Year High School Students

Document Type : Research Paper

Authors

1 PhD student, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

2 Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

10.22034/jmpr.2025.64070.6494

Abstract

The aim of the present study is to compare the effectiveness of motivational strategies training and emotion regulation training on the emotional maturity of female high school students in the second cycle. The research method employed was a quasi-experimental design with a pre-test-post-test-follow-up with a control group. The study population included all female students enrolled in the second cycle of high school in Fooladshahr during the 2023-2024 academic year. From this population, 45 students were selected through convenient sampling and randomly assigned to two experimental groups and one control group (15 participants per group). The data collection tool was the Emotional Maturity Scale (EMS) developed by Yashveer Singh and Mahesh Bahar Gava. The process of motivational strategies training was conducted over eight 90-minute sessions, while emotion regulation training was delivered in eight 90-minute sessions, with the control group receiving no training. To analyze the research hypotheses, multivariate analysis of covariance (MANCOVA) and repeated measures analysis of variance (ANOVA) with a mixed design were used. Data were analyzed using SPSS version 27. The results showed that both motivational strategies training and emotion regulation training had significant effects on improving the emotional maturity components of female high school students. Motivational strategies training notably improved emotional stability and emotional resilience, while emotion regulation training had a more significant impact on reducing emotional inconsistency, personality fragmentation, and lack of independence. These changes were maintained at the follow-up stage, confirming the durability of the training effects over time. Therefore, motivational strategies training and emotion regulation training can contribute to enhancing the emotional maturity components of students. It is recommended that school educational programs be designed based on these strategies to promote students' mental health.

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Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 79
October 2025
Pages 39-52

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History

  • Receive Date: 03 December 2024
  • Revise Date: 16 February 2025
  • Accept Date: 20 May 2025

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