University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Evaluating the effectiveness of self-help cognitive and emotion regulation training On the psychological capital and academic motivation of female students with anxiety Evaluating the effectiveness of self-help cognitive and emotion regulation training On the psychological capital and academic motivation of female students with anxiety 96 110 1702 10.22098/jsp.2022.1702 FA Nasrin Asareh PhD Student in Psychology, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Zabih Pirani Assistant professor، Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. 0000-0003-0788-0744 Firozeh Zanganeh Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Journal Article 2022 07 12 <strong>Objective:</strong><strong> </strong>The aim of this study was to evaluate the effectiveness of cognitive self-compassion education and emotion regulation on psychological capital and academic motivation of high school female students in Tehran with anxiety.<br /><strong>Methods:</strong><strong> </strong>The statistical population of the study included high school female students with anxiety in Tehran and the statistical sample included 69 of these students. Questionnaires of psychological capital, academic motivation and Beck anxiety were used to collect data. Quasi-experimental research and educational protocol were performed and multivariate analysis of covariance was used to analyze the data.<br /><strong>Results:</strong> The results showed that self-compassion, cognition and emotion regulation training have an effect on psychological capital and academic motivation (P <0.01) and there is no significant difference between the effectiveness of cognitive self-compassion training and emotion regulation on psychological capital (P> 0.05), but Emotion regulation training was more effective on academic motivation than cognitive self-compassion training (P <0.05).<br /> <br /><strong>Conclusion:</strong><strong> </strong>Two methods of cognitive self-compassion training and emotion regulation can be used to promote psychological capital and academic motivation. <strong>Objective:</strong><strong> </strong>The aim of this study was to evaluate the effectiveness of cognitive self-compassion education and emotion regulation on psychological capital and academic motivation of high school female students in Tehran with anxiety.<br /><strong>Methods:</strong><strong> </strong>The statistical population of the study included high school female students with anxiety in Tehran and the statistical sample included 69 of these students. Questionnaires of psychological capital, academic motivation and Beck anxiety were used to collect data. Quasi-experimental research and educational protocol were performed and multivariate analysis of covariance was used to analyze the data.<br /><strong>Results:</strong> The results showed that self-compassion, cognition and emotion regulation training have an effect on psychological capital and academic motivation (P <0.01) and there is no significant difference between the effectiveness of cognitive self-compassion training and emotion regulation on psychological capital (P> 0.05), but Emotion regulation training was more effective on academic motivation than cognitive self-compassion training (P <0.05).<br /> <br /><strong>Conclusion:</strong><strong> </strong>Two methods of cognitive self-compassion training and emotion regulation can be used to promote psychological capital and academic motivation. https://jsp.uma.ac.ir/article_1702_bb0a3057ea3e10719013487560083565.pdf