The Effect of a Training Program Based on Cognitive Emotion Regulation Strategies on School Engagement

Student engagement is crucial for academic success, as well as for fostering connections with the learning environment. When students are emotionally and cognitively invested in their education, they are more inclined to remain motivated, excel academically, and develop a sense of belonging. However, numerous students face challenges with engagement, particularly when they lack the emotional resources to cope with daily academic pressures. This research examines whether instructing students in emotional regulation through cognitive strategies can enhance their overall engagement in school. To achieve this goal, a quasi-experimental study was carried out involving 54 high school students. The participants were randomly assigned to two groups: one group underwent a structured training program that emphasized cognitive emotion regulation techniques such as positive reappraisal and planning, while the other group acted as a control and did not receive any training. School engagement was assessed using School Engagement Scale prior to the intervention, immediately following it, and a month later. The outcomes based on post and postponed engagement scores were encouraging: students who engaged in the training program exhibited significantly elevated levels of engagement in both the immediate and follow-up evaluations compared to their counterparts in the control group. These results indicate that training initiative can produce a significant and enduring effect on how students relate to their educational experience. Instructing students in cognitive emotion regulation may serve as an effective method to bolster student motivation, resilience, and academic development particularly during the pivotal early years of high school.