Emotional Regulation and its Relationship to Problem Solving among Tenth Grade Students

This study aimed to identify the level of Emotional Regulation and Problem Solving among tenth grade students from tenth grade at Ajloun Governorate in The Hashemite Kingdom of Jordan. The study also aimed to find out the effect of gender on of Emotional Regulation and Problem Solving. In addition to revealing the relationship between of Emotional Regulation and Problem Solving. To achieve the objectives of the study, the researcher used the scale of Gross and John (2003) which was used by Kateb (2022), and the problem-solving scale was developed and used by the researcher. The scales were applied to a sample of (346) students, (173) male and (173) female from tenth grade students. They were chosen simple randomly. The descriptive correlative approach was used. The results of the study showed that the level of Emotional Regulation was “medium” with average of (2.26), and the level of Problem Solving was “medium” with average of (2.33). The results also revealed that there were no statistically significant differences attributed to gender in Emotional Regulation and Problem Solving. The results also revealed that there was a statistically significant positive correlation between Emotional Regulation and Problem Solving among tenth grade students.