Volume 23, Issue 3 (12-2025)
RBS 2025, 23(3): 518-532 |
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Pourmusoi S A, Azargoon , H, Mansoury A. The Effect Of Life Skills Training On Emotional Self-Regulation And Academic Vitality Of Students Dependent On Cyberspace. RBS 2025; 23 (3) :518-532
URL: http://rbs.mui.ac.ir/article-1-1969-en.html
URL: http://rbs.mui.ac.ir/article-1-1969-en.html
1- Ph.D. Student of Counseling, Department of Counseling, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran. ,Azargoon_h@yahoo.com
3- Associate Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
2- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran. ,
3- Associate Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
Abstract: (20 Views)
Aim and Background: The rapid expansion of virtual space has significantly influenced individuals' lives. New generations, born and raised in this environment, increasingly engage with virtual platforms and develop a digital lifestyle. Therefore, the present study aimed to investigate the effect of life skills training on emotional self-regulation and academic vitality among students dependent on virtual space
Methods and Materials: This study employed a quasi-experimental design with a pre-test, post-test, and follow-up, including experimental and control groups. The statistical population consisted of students in Neyshabur who were identified as dependent on virtual space during the 2021–2022 academic year. Using a convenience sampling method, 30 students were selected. The research instruments included the Internet Addiction Test (IAT; Young, 1998), the Emotion Regulation Questionnaire (Schutte, Manes, & Malouff, 2009), and the Academic Vitality Questionnaire (Hossein Chari & Dehghani Zadeh, 2012). The training program, based on the protocol by Zare et al. (2020), was implemented across eight 90-minute sessions. Data were analyzed using repeated-measures ANOVA via SPSS Version 26.
Findings: The findings indicated that the life skills training program significantly improved emotional self-regulation and academic vitality among students dependent on virtual space.
Conclusions: Life skills training, by enhancing cognitive, emotional, and practical abilities, contributes to the improvement of students’ emotional and cognitive competencies. These improvements are associated with reduced dependence on virtual space and lead to better emotional self-regulation and academic vitality.
Methods and Materials: This study employed a quasi-experimental design with a pre-test, post-test, and follow-up, including experimental and control groups. The statistical population consisted of students in Neyshabur who were identified as dependent on virtual space during the 2021–2022 academic year. Using a convenience sampling method, 30 students were selected. The research instruments included the Internet Addiction Test (IAT; Young, 1998), the Emotion Regulation Questionnaire (Schutte, Manes, & Malouff, 2009), and the Academic Vitality Questionnaire (Hossein Chari & Dehghani Zadeh, 2012). The training program, based on the protocol by Zare et al. (2020), was implemented across eight 90-minute sessions. Data were analyzed using repeated-measures ANOVA via SPSS Version 26.
Findings: The findings indicated that the life skills training program significantly improved emotional self-regulation and academic vitality among students dependent on virtual space.
Conclusions: Life skills training, by enhancing cognitive, emotional, and practical abilities, contributes to the improvement of students’ emotional and cognitive competencies. These improvements are associated with reduced dependence on virtual space and lead to better emotional self-regulation and academic vitality.
Type of Study: Research |
Subject:
Special
Received: 2025/07/3 | Accepted: 2025/12/23 | Published: 2025/12/1
Received: 2025/07/3 | Accepted: 2025/12/23 | Published: 2025/12/1
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