Abbas Almasi - Ph.D. Student, Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
Hasan Asadzadeh Dahraei - Associate Professor, Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran
Faezeh Jahan - Assistant Professor, Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
Ameneh Moazedian - Assistant Professor, Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran

Background and Aim: Rational, emotional, and behavioral skills include self-awareness, as well as critical and creative thinking, which assist individuals in acquiring a deeper understanding of their personality, weaknesses, strengths, emotions, values, and identity. The present research aimed to compare the effect of the rational-emotional theory and strict discipline on rational, emotional, and behavioral skills among high school second-grade students. Materials and Methods: The current study was conducted based on a pre and post-test design on three groups, including one control and two test groups. The statistical population consisted of  ۹۰ male second-grade high school students in Tehran during ۲۰۱۹-۲۰۲۰. The G*Power software was used to calculate the sample size. A number of ۷۵ second-grade students were recruited for this study via the convenient sampling method. After that, the participants were assigned to three groups of ۲۵ students. A self-made questionnaire of life skills, similar to Saatchi, Kamkar, and Askarian, was employed for data collection. Fifteen experts in curriculum planning confirmed the internal and external validity of the questionnaire. Moreover, its reliability was confirmed, rendering a Cronbachchr('۳۹')s alpha coefficient of ۰.۹۲. The data were analyzed in SPSS software (version ۲۱) using multi-variant analysis of the covariance and Scheffechr('۳۹')s Post Hoc test. Results: Based on the results, the rational-emotional method had a more significant effect on studentschr('۳۹') rational (F=۱۱.۵۶, P<۰.۰۰۱), emotional (F=۲۰.۳۳, P<۰.۰۰۱), and behavioral skills (F=۱۶.۶۷, P<۰.۰۰۱), compared to the strict discipline. Conclusion: It can be concluded that life skill training through rational-emotional theory brings about a marked increase in studentschr('۳۹') rational, behavioral, and emotional skills. Nevertheless, the strict discipline method revealed no significant association between training students on life skills and increased rational, behavioral, and emotional skills.

Behavior, Emotions, Rational, Strict discipline, Students