Effects of an Emotion Regulation Enhancement Program on Emotional and Social Competence Among Grade 4–6 Students from Divorced Families in Public Elementary Schools in Pathum Thani Province, Thailand
Keywords:
Emotion Regulation, Emotion Regulation Program, Emotional Competence, Social Competence, Children from Divorced FamiliesAbstract
This quasi-experimental study examined the effectiveness of a structured emotion regulation program in improving emotional and social competence among Thai school-age children from divorced families. Sixty students in Grades 4–6 (ages 10–12 years) from a medium-sized government primary school in Pathum Thani Province, Thailand, were recruited and randomly assigned to an experimental group (n = 30) or a control group (n = 30). The experimental group participated in a 10-session group-based intervention (90 minutes/session, twice weekly for 5 weeks) grounded in Gross’s process model of emotion regulation, while the control group received usual school care without additional support. Emotional and social competence (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) was assessed using a researcher-developed questionnaire. Data were analyzed using descriptive statistics, chi-square tests, Fisher’s exact tests, and paired and independent-samples t tests. Baseline equivalence was confirmed across demographic characteristics and pretest scores (p > .05).
Post-intervention results showed a significant improvement in total competence in the experimental group (t(29) = 9.55, p < .001), while the control group demonstrated a significant decline (t(29) = −4.52, p < .001). Between-group comparisons indicated significantly higher posttest scores in the experimental group (t(58) = 25.08, p < .001). Findings support school-based emotion regulation training as a feasible preventive mental health strategy for children affected by parental divorce (Gross, 2014).
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