Journal of Applied Psychological Research
A Comparison of the Effectiveness of Two Intervention Methods Based on Emotional Self-Regulation and Patience Training on Anger Control Skills and Problem-Solving Skills for Elementary School Students
Document Type : Research Paper
Authors
1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
3 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Gilan, Rasht, Iran.
Abstract
The objective was to compare the effectiveness of two methods of intervention based on teaching emotional self-regulation and patience on anger control skills and problem solving skills. Applied research and quantitative data collection method (semi-experimental) were implemented with a pre-test-post-test and follow-up design. The experimental and control groups were selected through random allocation, with fifteen individuals in each group. Two intervention trainings were considered for the two experimental groups. The male pupils of Khalkhal elementary school established the research community during the academic year of 2022-2023. The random sampling method was employed to select 45 qualified volunteers. The Anger Control Questionnaire (CHIA) and Problem-Solving Skill (PSI) were implemented. Ten sessions of emotional self-regulation training and seven sessions of patience (each lasting 90 minutes) were implemented. The data were analyzed using the LSD post hoc test and repeated measures analysis of variance in the SPSS24 software. It is emphasized that the implementation of education based on emotional self-regulation and patience was effective in enhancing students’ anger control and problem-solving strategies.
Keywords
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Volume 16, Issue 3
October 2025Pages 213-228
- Receive Date: 01 March 2023
- Revise Date: 25 March 2023
- Accept Date: 06 May 2023
- First Publish Date: 16 July 2025
- Publish Date: 23 September 2025