University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 The Mediating Role of Self‑Regulated Learning Self‑Efficacy in the Relationship Between Parental Autonomy Support and Academic Competence Perception with Academic Procrastination in Students The Mediating Role of Self‑Regulated Learning Self‑Efficacy in the Relationship Between Parental Autonomy Support and Academic Competence Perception with Academic Procrastination in Students 11 1 4584 10.22098/jsp.2026.19128.6363 FA Shahla Hoseinipour Guilan University of Medical Sciences Journal Article 2025 12 24 Objective: Academic procrastination, a manifestation of self‑regulatory failure, is influenced by motivational, cognitive, and interpersonal resources. Self‑determination theory posits that parental autonomy support and perceived academic competence play key roles in shaping self‑regulatory processes; however, the precise psychological mechanisms affecting procrastination still require empirical clarification. This study examined the mediating role of self‑regulated learning self‑efficacy in the relationship between parental autonomy support and perceived academic competence with students’ academic procrastination. Method: This descriptive study employed structural equation modeling. The statistical population comprised all first‑cycle secondary‑school students in Ardabil during the 2025-2026 academic year. Based on G*Power analysis, the minimum sample size was estimated at 200–250 participants; however, to increase estimation precision, the final sample was raised to 350. Multi‑stage cluster sampling was used, and participants completed questionnaires on parental autonomy support, perceived academic competence, self‑regulated learning self‑efficacy, and academic procrastination. Data were analyzed with SPSS‑24 and LISREL‑10. Results: Findings indicated that parental autonomy support and perceived academic competence had significant direct effects on academic procrastination. Self‑regulated learning self‑efficacy significantly mediated the indirect paths of these two variables on procrastination, and the final model showed satisfactory fit indices (P<0.05). Conclusion: Results underscore the central role of learning self‑efficacy in explaining the effects of parental and cognitive factors on academic procrastination, providing a basis for designing educational interventions focused on enhancing self‑regulation. Objective: Academic procrastination, a manifestation of self‑regulatory failure, is influenced by motivational, cognitive, and interpersonal resources. Self‑determination theory posits that parental autonomy support and perceived academic competence play key roles in shaping self‑regulatory processes; however, the precise psychological mechanisms affecting procrastination still require empirical clarification. This study examined the mediating role of self‑regulated learning self‑efficacy in the relationship between parental autonomy support and perceived academic competence with students’ academic procrastination. Method: This descriptive study employed structural equation modeling. The statistical population comprised all first‑cycle secondary‑school students in Ardabil during the 2025-2026 academic year. Based on G*Power analysis, the minimum sample size was estimated at 200–250 participants; however, to increase estimation precision, the final sample was raised to 350. Multi‑stage cluster sampling was used, and participants completed questionnaires on parental autonomy support, perceived academic competence, self‑regulated learning self‑efficacy, and academic procrastination. Data were analyzed with SPSS‑24 and LISREL‑10. Results: Findings indicated that parental autonomy support and perceived academic competence had significant direct effects on academic procrastination. Self‑regulated learning self‑efficacy significantly mediated the indirect paths of these two variables on procrastination, and the final model showed satisfactory fit indices (P<0.05). Conclusion: Results underscore the central role of learning self‑efficacy in explaining the effects of parental and cognitive factors on academic procrastination, providing a basis for designing educational interventions focused on enhancing self‑regulation.

https://jsp.uma.ac.ir/article_4584_813860b6ff45885ba628ce1de76d1b05.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Presentation of Language Learning Anxiety Model based on Auditory Metacognitive Awareness with Emphasis on the Mediating role of Emotion Regulation Presentation of Language Learning Anxiety Model based on Auditory Metacognitive Awareness with Emphasis on the Mediating role of Emotion Regulation 22 12 4675 10.22098/jsp.2026.15651.5924 FA Zeid Shaker PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran Esmaiel Soliemani Associate Professor, Department of Psychology, Urmia University, Urmia, Iran. Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran. Journal Article 2024 08 14 Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to examine the structural equation model between auditory metacognitive awareness and language learning anxiety by testing the mediating role of emotion regulation. Method: The research method was a structural equation model. The statistical population of this research included all language learners of English language education centers in Babol city in 2024, and a sample of 200 people was selected through random cluster sampling. To collect data were used the language learning anxiety questionnaire of Harwitz et al. (1986), auditory metacognitive awareness of Vandergrift et al. (2006) and emotional self-regulation by Hoffman and Kashden (2010). Results: The results of Pearson's correlation coefficient analysis showed that there is a significant relationship between emotion regulation with auditory metacognitive awareness (R=-0.591) and language learning anxiety (R=0.555). They also confirmed all the fit indices of the model. So that the standardized path coefficients showed that is significant the direct effect of auditory metacognitive awareness on emotion regulation (β=0.55) and language anxiety (β=0.66). Also, the results of AMOS software bootstrap test showed that is significant the indirect effect of auditory metacognitive awareness on language learning anxiety through emotion regulation (β=0.49). Conclusion: Based on the findings of the present study, it can be concluded that is not a simple linear relationship between auditory metacognitive awareness and language learning anxiety, but other variables such as emotion regulation play a moderating role in this relationship. Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to examine the structural equation model between auditory metacognitive awareness and language learning anxiety by testing the mediating role of emotion regulation. Method: The research method was a structural equation model. The statistical population of this research included all language learners of English language education centers in Babol city in 2024, and a sample of 200 people was selected through random cluster sampling. To collect data were used the language learning anxiety questionnaire of Harwitz et al. (1986), auditory metacognitive awareness of Vandergrift et al. (2006) and emotional self-regulation by Hoffman and Kashden (2010). Results: The results of Pearson's correlation coefficient analysis showed that there is a significant relationship between emotion regulation with auditory metacognitive awareness (R=-0.591) and language learning anxiety (R=0.555). They also confirmed all the fit indices of the model. So that the standardized path coefficients showed that is significant the direct effect of auditory metacognitive awareness on emotion regulation (β=0.55) and language anxiety (β=0.66). Also, the results of AMOS software bootstrap test showed that is significant the indirect effect of auditory metacognitive awareness on language learning anxiety through emotion regulation (β=0.49). Conclusion: Based on the findings of the present study, it can be concluded that is not a simple linear relationship between auditory metacognitive awareness and language learning anxiety, but other variables such as emotion regulation play a moderating role in this relationship.

https://jsp.uma.ac.ir/article_4675_0a06e1dd066244c1e5411af394e4c043.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Examining the mediating role of difficulty in emotion regulation in the relationship between distress tolerance and teacher job satisfaction Examining the mediating role of difficulty in emotion regulation in the relationship between distress tolerance and teacher job satisfaction 35 23 4635 10.22098/jsp.2026.17436.6159 FA Hadiseh Eyvazzadeh.Gharajeh Master’s Student in Clinical Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Ali Jabbari Qozlujeh PhD Student in Educational Psychology, University of Tabriz, Tabriz, Iran Mohammed Sadiq Khakpur Master’s Degree in General Psychology, University of Guilan, Rasht, Iran Saifullah Aghajani Professor, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2025 05 14 هدف: هدف پژوهش حاضر بررسی نقش میانجی دشواری در تنظیم هیجان در رابطه بین تحمل پریشانی و رضایت شغلی آموزگاران مدارس استثنایی بود. روش: روش پژوهش توصیفی از نوع همبستگی و جامعة آماری آن تمامی معلمان مدارس استثنایی استان‌ اردبیل و شهر تبریز در سال تحصیلی 1403- 1402 بود که از بین آن‌ها 220 نفر به روش نمونه‌گیری هدفمند انتخاب شدند؛ سپس به پرسش‌نامه‌های تحمل پریشانی سیمونز و گاهر (2005)، دشواری‌های تنظیم هیجانی گراتز و روئمر (2004) و رضایت شغلی مینه‌سوتا ویس و همکاران (1967) پاسخ دادند. تحلیل داده‌ها به کمک نرم‌افزار SPSS نسخه 24، Amose نسخه 20 و با آزمون معادلات ساختاری انجام شد. یافته‌ها: نتایج نشان که مدل ساختاری پژوهش از برازش مناسب برخوردار است. تحمل پریشانی با رضایت شغلی ارتباط مثبت و معناداری دارد و دشواری در تنظیم هیجان با رضایت شغلی ارتباط منفی و معناداری دارد. تحمل پریشانی، به صورت مستقیم و غیر‌مستقیم از طریق دشواری در تنظیم هیجان بر رضایت شغلی آموزگاران مدارس استثنایی مؤثر است (01/0P<). نتیجه‌گیری: ارتقاء هرچه بیشتر رضایت شغلی آموزگاران مدارس استثنایی و برگزاری دوره‌های مبتنی بر آموزش افزایش آگاهی و کسب مهارت‌های تنظیم هیجانی و تحمل پریشانی جهت ارتقاء رضایت شغلی آموزگاران مدارس استثنایی مفید به نظر می‌رسد. هدف: هدف پژوهش حاضر بررسی نقش میانجی دشواری در تنظیم هیجان در رابطه بین تحمل پریشانی و رضایت شغلی آموزگاران مدارس استثنایی بود. روش: روش پژوهش توصیفی از نوع همبستگی و جامعة آماری آن تمامی معلمان مدارس استثنایی استان‌ اردبیل و شهر تبریز در سال تحصیلی 1403- 1402 بود که از بین آن‌ها 220 نفر به روش نمونه‌گیری هدفمند انتخاب شدند؛ سپس به پرسش‌نامه‌های تحمل پریشانی سیمونز و گاهر (2005)، دشواری‌های تنظیم هیجانی گراتز و روئمر (2004) و رضایت شغلی مینه‌سوتا ویس و همکاران (1967) پاسخ دادند. تحلیل داده‌ها به کمک نرم‌افزار SPSS نسخه 24، Amose نسخه 20 و با آزمون معادلات ساختاری انجام شد. یافته‌ها: نتایج نشان که مدل ساختاری پژوهش از برازش مناسب برخوردار است. تحمل پریشانی با رضایت شغلی ارتباط مثبت و معناداری دارد و دشواری در تنظیم هیجان با رضایت شغلی ارتباط منفی و معناداری دارد. تحمل پریشانی، به صورت مستقیم و غیر‌مستقیم از طریق دشواری در تنظیم هیجان بر رضایت شغلی آموزگاران مدارس استثنایی مؤثر است (01/0P<). نتیجه‌گیری: ارتقاء هرچه بیشتر رضایت شغلی آموزگاران مدارس استثنایی و برگزاری دوره‌های مبتنی بر آموزش افزایش آگاهی و کسب مهارت‌های تنظیم هیجانی و تحمل پریشانی جهت ارتقاء رضایت شغلی آموزگاران مدارس استثنایی مفید به نظر می‌رسد.

https://jsp.uma.ac.ir/article_4635_f87e1dbc473265553df48289160dcc80.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Designing a Causal Model of Academic Buoyancy in High School Students Based on Helicopter Parenting, Cognitive Load, and Academic Psychological Capital Designing a Causal Model of Academic Buoyancy in High School Students Based on Helicopter Parenting, Cognitive Load, and Academic Psychological Capital 48 36 4633 10.22098/jsp.2026.17008.6104 FA Mozaffar Ghaffari Department of Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University (PNU), Tehran, Iran. Mohammad Narimani Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Journal Article 2025 03 17 Objective: The present study aimed to design a causal model of academic buoyancy in high school students based on helicopter parenting, cognitive load, and academic psychological capital. Methods: The research method was a descriptive study using structural equation modeling (SEM). The statistical population consisted of all high school students in Miandoab city in 2024, from whom 250 students were selected using a convenience sampling method. The data collection tools included the Academic Psychological Capital Questionnaire, Cognitive Load Scale, Academic Buoyancy Scale and the Helicopter Parenting Questionnaire. Data were analyzed using Pearson correlation test, bootstrap analysis, and the Sobel test, conducted in SPSS and AMOS (version 26). Resuts: The results of the study indicated that the proposed model demonstrated a relatively good fit across all goodness-of-fit indices. Moreover, the variables academic psychological capital, cognitive load, and helicopter parenting played a role in explaining the academic buoyancy model of students, accounting for 58% of the variance in academic buoyancy. The direct effects of academic psychological capital (β = 0.32), helicopter parenting (β = -0.22), and cognitive load (β = -0.36) on academic buoyancy were significant. Additionally, the indirect effects of academic psychological capital (t-value = 2.3) and helicopter parenting (t-value = 3.11) were significant through the mediating role of cognitive load (P<0.05). Conclusion: Based on the findings, it appears that psychologists and teachers can enhance academic buoyancy in students by reducing unnecessary cognitive load and mitigating the negative effects of ineffective parenting styles. Objective: The present study aimed to design a causal model of academic buoyancy in high school students based on helicopter parenting, cognitive load, and academic psychological capital. Methods: The research method was a descriptive study using structural equation modeling (SEM). The statistical population consisted of all high school students in Miandoab city in 2024, from whom 250 students were selected using a convenience sampling method. The data collection tools included the Academic Psychological Capital Questionnaire, Cognitive Load Scale, Academic Buoyancy Scale and the Helicopter Parenting Questionnaire. Data were analyzed using Pearson correlation test, bootstrap analysis, and the Sobel test, conducted in SPSS and AMOS (version 26). Resuts: The results of the study indicated that the proposed model demonstrated a relatively good fit across all goodness-of-fit indices. Moreover, the variables academic psychological capital, cognitive load, and helicopter parenting played a role in explaining the academic buoyancy model of students, accounting for 58% of the variance in academic buoyancy. The direct effects of academic psychological capital (β = 0.32), helicopter parenting (β = -0.22), and cognitive load (β = -0.36) on academic buoyancy were significant. Additionally, the indirect effects of academic psychological capital (t-value = 2.3) and helicopter parenting (t-value = 3.11) were significant through the mediating role of cognitive load (P<0.05). Conclusion: Based on the findings, it appears that psychologists and teachers can enhance academic buoyancy in students by reducing unnecessary cognitive load and mitigating the negative effects of ineffective parenting styles.

https://jsp.uma.ac.ir/article_4633_a2fe0cfdca44875630d6162d3953a40f.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Investigating the Relationship between Perceived Teacher Emotional Support and Academic Engagement: The Mediating Role of Mastery Goal Orientation and Positive Achievement Emotions Investigating the Relationship between Perceived Teacher Emotional Support and Academic Engagement: The Mediating Role of Mastery Goal Orientation and Positive Achievement Emotions 64 49 4634 10.22098/jsp.2026.18172.6260 FA Ezatolah Ghadampour 1. Professor of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. Mahbobeh Golsanamlu PhD. Student of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. Davud Kazemifard PhD Student in Educational Psychology, Lorestan University, Khorramabad, Iran Journal Article 2025 08 24 Objecive: The present study aimed to examine the relationship between perceived teacher affective support and students’ academic engagement, with the mediating role of mastery goal orientation and positive achievement emotions. Methods: The method of the present study was descriptive and correlational, conducted using the structural equation method. The statistical population included all high school students in Khorramabad during the 2024–2025 academic year. A total of 380 students were selected through multistage cluster sampling and completed the perceived teacher affective support, academic engagement, mastery goal orientation, and positive achievement Eemotions questionnaires. The collected data were analyzed using SPSS version 26 and AMOS version 24 software. Results: The results of the structural model indicated that perceived teacher affective support was directly and indirectly related to students’ academic engagement through the mediating roles of mastery goal orientation and positive achievement emotions (p< .01). The model fit indices also confirmed the adequacy of the proposed model. Conclusion: In general, the practical implications of the findings may contribute to identifying the underlying factors of academic engagement and designing interventions that, by strengthening teacher affective support, mastery goal orientation and positive achievement emotions, enhance students’ active participation in the learning process. The results highlight the importance of establishing emotionally supportive teacher–student relationships and addressing emotional and motivational aspects of instruction to improve the quality of learning. Objecive: The present study aimed to examine the relationship between perceived teacher affective support and students’ academic engagement, with the mediating role of mastery goal orientation and positive achievement emotions. Methods: The method of the present study was descriptive and correlational, conducted using the structural equation method. The statistical population included all high school students in Khorramabad during the 2024–2025 academic year. A total of 380 students were selected through multistage cluster sampling and completed the perceived teacher affective support, academic engagement, mastery goal orientation, and positive achievement Eemotions questionnaires. The collected data were analyzed using SPSS version 26 and AMOS version 24 software. Results: The results of the structural model indicated that perceived teacher affective support was directly and indirectly related to students’ academic engagement through the mediating roles of mastery goal orientation and positive achievement emotions (p< .01). The model fit indices also confirmed the adequacy of the proposed model. Conclusion: In general, the practical implications of the findings may contribute to identifying the underlying factors of academic engagement and designing interventions that, by strengthening teacher affective support, mastery goal orientation and positive achievement emotions, enhance students’ active participation in the learning process. The results highlight the importance of establishing emotionally supportive teacher–student relationships and addressing emotional and motivational aspects of instruction to improve the quality of learning.

https://jsp.uma.ac.ir/article_4634_c33e0617c863e0afab4f36e89bfbbc0a.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Determination and validation of the quality of academic life package based on reading ability based on the Kettle-Horn-Carroll and its impact on students' cognitive load Determination and validation of the quality of academic life package based on reading ability based on the Kettle-Horn-Carroll and its impact on students' cognitive load 78 65 4679 10.22098/jsp.2026.18891.6338 FA Ebrahim Mehralian Lecturer at Farhangian University Ali Delavar Full Professor, Allameh Tabatabaei University, Tehran Noorali Farrokhi Full Professor, Allameh Tabatabaei University, Tehran Kamran Sheivandi Chaliche Associate Professor, Allameh Tabatabaei University, Tehran Journal Article 2025 11 22 Aim: This study was conducted with the aim of determining and validating an academic quality of life package for improving reading based on the Cattell–Horn–Carroll (CHC) abilities and examining its effect on students’ cognitive load. Methods: The present study employed a mixed method (qualitative–quantitative) research design. The statistical population included all teachers and students of the first cycle of elementary schools in Takestan during the 1403–1404 academic year. In the qualitative section, using cluster sampling followed by random sampling, statements related to improving reading instructional quality were collected from 63 teachers in this educational level. These statements were then coded and thematically analyzed manually based on the Cattell–Horn–Carroll (CHC) cognitive abilities framework, with the assistance of six reading specialists. Based on the extracted themes, a reading quality enhancement package was developed. The content validity ratio (CVR) and content validity index (CVI) of this package, calculated using Lawshe’s method, were 0.48 and 0.71, respectively. In the quantitative section, the developed instrument was implemented over seven sessions with first-grade elementary school boys using a pretest–posttest control group design. The Cognitive Load Questionnaire was administered, and the results were analyzed Results: The findings showed that implementing the academic quality of life reading package had a significant effect on reducing students’ cognitive load at level of less than 0.01 Conclusion: The results of this study showed that a reading-based educational package improves reading skills in real-world situations. Furthermore, implementing this educational package is effective in reducing students’ cognitive load by regulating mental processes. Aim: This study was conducted with the aim of determining and validating an academic quality of life package for improving reading based on the Cattell–Horn–Carroll (CHC) abilities and examining its effect on students’ cognitive load. Methods: The present study employed a mixed method (qualitative–quantitative) research design. The statistical population included all teachers and students of the first cycle of elementary schools in Takestan during the 1403–1404 academic year. In the qualitative section, using cluster sampling followed by random sampling, statements related to improving reading instructional quality were collected from 63 teachers in this educational level. These statements were then coded and thematically analyzed manually based on the Cattell–Horn–Carroll (CHC) cognitive abilities framework, with the assistance of six reading specialists. Based on the extracted themes, a reading quality enhancement package was developed. The content validity ratio (CVR) and content validity index (CVI) of this package, calculated using Lawshe’s method, were 0.48 and 0.71, respectively. In the quantitative section, the developed instrument was implemented over seven sessions with first-grade elementary school boys using a pretest–posttest control group design. The Cognitive Load Questionnaire was administered, and the results were analyzed Results: The findings showed that implementing the academic quality of life reading package had a significant effect on reducing students’ cognitive load at level of less than 0.01 Conclusion: The results of this study showed that a reading-based educational package improves reading skills in real-world situations. Furthermore, implementing this educational package is effective in reducing students’ cognitive load by regulating mental processes.

https://jsp.uma.ac.ir/article_4679_bef036d08e861932ac0bf014651e6605.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 The effect of emotion regulation intervention with and without health-promoting behavior training on reducing sensation-seeking in secondary school students The effect of emotion regulation intervention with and without health-promoting behavior training on reducing sensation-seeking in secondary school students 91 79 4610 10.22098/jsp.2026.17941.6219 FA Seyedeh Katayoon Hedayat PhD Student in Psychology, Faculty of Humanities Sciences, Semnan branch, Islamic Azad University, Semnan, Iran. Isaac Rahimian-Boogar Associate professor in Health Psychology, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Nematollah Setoodeh Asl Associate Professor, Faculty of Humanities Sciences, Semnan branch, Islamic Azad University, Semnan, Iran. Amaneh Moazedian Assistant Professor, Faculty of Humanities Sciences, Semnan branch, Islamic Azad University, Semnan, Iran. Journal Article 2025 07 28 Objective: The aim of this study was to compare the effectiveness of emotion regulation intervention with and without health-promoting behavior training in reducing sensation-seeking behaviors among high school students in the second grade. Methods: In a experimental research design using a pretest-posttest control group format, 45 female high school students from the second level of secondary education in Tehran during the 2021–2022 academic year were selected through random cluster sampling from three girls' high schools in District 5. They were randomly assigned to two experimental groups and one control group (15 participants in each group). The first experimental group received eight sessions of emotion regulation intervention, while the second experimental group received both emotion regulation intervention and seven 90-minute sessions of health-promoting behavior training. Data were collected in the pretest and posttest phases using Arnett’s Sensation Seeking Scale and analyzed using analysis of covariance (ANCOVA) and Duncan's post hoc test with SPSS-26 software. Results: The emotion regulation intervention along with and without health-promoting behavior training was effective in reducing sensation-seeking behavior among high school students (p<0.001). The combination of both approaches had an even more significant impact on moderating sensation-seeking behavior. Conclusion: The use of a combined intervention of emotion regulation intervention with health-promoting behavior training could be a more effective strategy in reducing sensation-seeking in adolescents. These findings highlight the necessity of designing comprehensive psycho-educational programs in schools to reducing sensation-seeking and prevent risky behaviors. Objective: The aim of this study was to compare the effectiveness of emotion regulation intervention with and without health-promoting behavior training in reducing sensation-seeking behaviors among high school students in the second grade. Methods: In a experimental research design using a pretest-posttest control group format, 45 female high school students from the second level of secondary education in Tehran during the 2021–2022 academic year were selected through random cluster sampling from three girls' high schools in District 5. They were randomly assigned to two experimental groups and one control group (15 participants in each group). The first experimental group received eight sessions of emotion regulation intervention, while the second experimental group received both emotion regulation intervention and seven 90-minute sessions of health-promoting behavior training. Data were collected in the pretest and posttest phases using Arnett’s Sensation Seeking Scale and analyzed using analysis of covariance (ANCOVA) and Duncan's post hoc test with SPSS-26 software. Results: The emotion regulation intervention along with and without health-promoting behavior training was effective in reducing sensation-seeking behavior among high school students (p<0.001). The combination of both approaches had an even more significant impact on moderating sensation-seeking behavior. Conclusion: The use of a combined intervention of emotion regulation intervention with health-promoting behavior training could be a more effective strategy in reducing sensation-seeking in adolescents. These findings highlight the necessity of designing comprehensive psycho-educational programs in schools to reducing sensation-seeking and prevent risky behaviors.

https://jsp.uma.ac.ir/article_4610_aead8da2ce32a6c8f9b7b1d4eb1b01e3.pdf