Comparing the effectiveness of teaching study skills with and without emotion regulation on the academic engagement of medical students

Background: Academic life is one of the most important periods of a person's life, which affects his learning and success. The present study was conducted with the aim of comparing the effectiveness of teaching study skills with and without emotion regulation on the academic engagement of medical students. Method: The present study was a quasi-experimental study with two experimental groups and a control group, which was conducted as a voluntary sampling on 60 students of Birjand University of Medical Sciences. The participants were divided into three groups based on random sampling. The tools used in this study were the Rio Academic Engagement Questionnaire and study skills training programs with and without emotion regulation for 16 90-minute sessions. The collected data were analyzed with SPSS-20.Results: Comparing the results of these two interventions with each other showed that teaching study skills with emotion regulation on academic engagement with an effect size of 48.35 was more effective than teaching without emotion regulation with an effect size of 43.10. According to the findings of this study, it can be said that teaching study skills with emotion regulation is more effective than teaching without emotion regulation on academic engagement of medical students (P= 0.001).Conclusion: In order to increase students' academic engagement, using the method of studying skills training with emotion regulation can be effective.