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Aim and Background: Negative and positive emotional states, temptation, and anxiety are among the most important risk factors for addiction. This research aimed to study the effect of dialectical behavior therapy (DBT)-based emotional management training on anxiety and temptation in patients with drug abuse. Methods and Materials: This was an experimental research with pretest/posttest method and control group. To select the sample, the available sampling method was used. Among patients with substance abuse in addiction treatment centers in Ahwaz City, Iran, based on clinical interviews, 28 were selected. They were randomly divided into two equal groups of experimental and control. Both groups passed the leaving and detoxification steps. The experimental group received 10 sessions of dialectical behavior therapy-based emotional management training, but the control group did not receive any intervention. The research tools were demographic questionnaire, Craving Believes Questionnaire (CBQ), and Beck Anxiety Inventory (BAI). Findings: After the intervention, there were significant differences between experimental and control groups regarding anxiety and temptation (P < 0.001 for both). In other words, the rate of anxiety and temptation in experimental group significantly decreased in comparison with pretest and control group. Conclusions: The current study indicated that dialectical behavior therapy-based emotional management training would be an appropriate treatment for university students in order to decrease the symptoms of anxiety and temptation in those with drug abuse.

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Aim and Background: Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems. They consider learning as an active process during which somehow take responsibility for it and, if faced with problems, try to figure out what they need to do to solve it. The aim of this study was to develop a self-regulatory model of learning based on successful intelligence and emotional adjustment with the mediating role of psychological well-being.
Methods and Materials: The research method was correlational and the statistical population of the present study was male and female high school students in Tehran. Four hundred and fifty-six of them were selected in a multi cluster sampling and were asked to complete the self-regulatory learning scale (SRQ-A), the Successful Intelligence Questionnaire, the Psychological Well-Being scale, and the Emotional Adjustment Scale (EAM). The obtained results were analyzed using AMOS software and path analysis method.
Findings: The results showed that emotional adjustment and successful intelligence mediated by psychological well-being predict positively and significantly (p <0.01) self-regulation of learning.
Conclusions: According to the results of the present study, it can be suggested that the higher the successful intelligence and emotional adjustment, the direct and mediated psychological well-being have a positive and significant effect on promoting learning self-regulation. Therefore, parents and educational authorities to strengthen academic self-regulation should provide rich environments to strengthen these three components.