Abstract

This study aimed to determine the effectiveness of emotion regulation training on creativity and the responsibility components, i.e., self-management, discipline and law-abiding in adolescents in Kermanshah. One of the main concerns of parents is irresponsibility in adolescents, that if solved, one can pave the way for academic achievement and increase empowerment in adolescents in the later stages of their lives. Methods: The statistical population of the study consisted of all adolescent students aged 12-18 years in the academic year of 2018-2019 in Kermanshah. The sample in the present study was 30 selected via a multi-stage random cluster, as they were placed into two experimental and control groups. The Gross' Emotion Regulation Training Protocol was used for eight sessions before administering the protocol. Following that, the tools used in this study were: Nemati Responsibility Scale (2008) with 50 questions and Abedi Creativity Questionnaire (2004) with 75 questions. These inventories were used to assess the participants and finally the results were analyzed by covariance test with SPSS-23 software. The significance level of the tests was 0.05. Results: The results demonstrated that emotion regulation training can increase creativity and responsibility in adolescents and this effect was significant at the p <0.01 level.Conclusion: According to the findings of this study, one can argue that emotion regulation training in schools along with curriculum training should be offered to adolescents so that their level of creativity and responsibility increase.