Pouria Yazdizadeh - Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Fariba Hafezi - Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Parvin Ehteshamzadeh - Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Alireza Heidari - Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Zahra Eftekhar Saadi - Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

Background: The ability to experience and express emotions is considered a key factor in mental health, and difficulty in effective emotion regulation is a major symptom of many psychiatric disorders. Objective: The present study aimed to investigate the role of reality therapy on emotion regulation difficulty and academic self-handicapping in high school students. Materials & Methods: This quasi-experimental research adopted a pretest-posttest control group design. The statistical population included all male high school students of Ahvaz in ۲۰۲۱, ۳۰ of whom were selected through cluster random sampling and were then randomly assigned to an experimental group and a control group (۱۵ participants per group). For the pretest, participants from both groups completed the Self-Handicapping Scale and the Difficulties in Emotion Regulation Scale. The ۱۰-session reality therapy intervention was then implemented in the experimental group, whereas the control group received no intervention. At the end of therapy sessions, the posttest was given to participants in both groups. Data analysis was performed using Analysis of covariance (ANCOVA). Results: The adjusted posttest mean score of difficulty in emotion regulation among intervention and control groups were ۷۷.۵ (۹۵%CI: ۷۵.۱-۷۹.۹) and ۱۱۳.۳۵ (۹۵%CI: ۱۱۰.۹-۱۱۵.۷), respectively. The values for academic self-handicapping in the intervention and control groups were ۷۵.۱ (۹۵%CI: ۷۲.۸-۷۸.۴) and ۹۷.۳ (۹۵%CI: ۹۲.۴-۹۹), respectively. According to the result of ANCOVA, reality therapy had significant effects on academic self-handicapping (F=۸۷.۷۹, P=۰.۰۰۱, η۲=۰.۷۸) and emotion regulation difficulty (F=۴۶۱.۱۵, P=۰.۰۰۱, η۲=۰.۹۵) among students. Conclusions: Reality therapy mitigated academic self-handicapping and difficulties in emotion regulation among male high school students. It is recommended that schools help students improve emotion regulation and control self-handicapping by providing appropriate conditions for implementing reality therapy sessions.

Reality therapy, Emotional regulation, Self-handicapping, Students