M.A. Thesis:

The effectiveness of cognitive emotion regulation skills training on irrational beliefs and controlling the emotions of primary school teachers in Esfarayen in the academic year ۱۳۹۹-۱۴۰۰

The aim of this study was to identify the effectiveness of cognitive emotion regulation skills training on irrational beliefs and emotion control. The research method was quasi-experimental with pre-test, post-test design with unequal control group. The statistical population of this study consisted of all primary school teachers in Esfarayen in the academic year 1300-1400. Forty people were selected as the research sample and by available sampling method, members of the statistical community and then were randomly assigned to two experimental and control groups (20 people in each group). The Williams et al.'s (1997) Emotion Control Scale and the Junner Irrational Beliefs Scale (1968) were used to collect data. Pre-test was performed on both groups, then Gratz and Ganderson (2006) emotional regulation training was performed in 8 sessions of 45 minutes for the experimental group. Multivariate analysis of covariance was used to analyze the results. The results showed that teaching emotion regulation skills is effective on irrational beliefs and controlling the emotions of elementary school teachers. (05/0> p). As a result, it can be used to correct irrational beliefs and control the emotions of elementary school teachers by teaching them emotion regulation skills. Keywords: emotion regulation skills, irrational beliefs, emotion control

Keywords: Keywords: emotion regulation skills, irrational beliefs, emotion control