Shahid Beheshti University Sports Psychology 2676-3729 17 1 2025 04 21 The Effect of Cognitive-Behavioral Training on Perceived Stress, Emotional Regulation, Mental Toughness, and Intention to Physical Activity among Students The Effect of Cognitive-Behavioral Training on Perceived Stress, Emotional Regulation, Mental Toughness, and Intention to Physical Activity among Students 26 46 105776 10.48308/mbsp.2023.210110.02145 FA Maryam Ghasemian Master&#039;s student in clinical psychology, Islamic Azad University, Shahrood Branch, Shahrood, Iran. Maryam Dezhvan Master of Sports Management, Payam Noor University, Garmsar Center, Garmsar, Iran. Abdollah HemaytTalab Department of Physical Education, Marand branch, Islamic Azad University, Marand, Iran. Masomeh Ahmadi MS in Motor Behavior, Shiraz. Iran. Farima Bakhtiari Saeid Master of Science in Child and Adolescent Clinical Psychology, Shahid Beheshti University , Tehran, Iran. Journal Article 2020 07 02 Objective: The objective of the present study was to investigate the impact of cognitive-behavioral training on perceived stress, emotional regulation, mental resilience, and motivation for sports participation among adolescent students.<br /><br />Methods: The research population consisted of all male high school students in Tehran, aged between 16 and 18 years. A total of 30 students were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group underwent cognitive-behavioral training for eight weekly sessions, each lasting 120 minutes. Standardized questionnaires were utilized to measure the research variables, and data analysis was conducted using analysis of covariance. <br /><br />Results: The findings indicated that cognitive-behavioral training significantly improved perceived stress (η² = 0.66, p < 0.001, F(24, 1) = 47.5), emotional regulation (η² = 0.22, p = 0.015, F(24, 1) = 6.79), mental resilience (η² = 0.51, p < 0.001, F(24, 1) = 24.9), and willingness to engage in physical activity (η² = 0.41, p < 0.001, F(24, 1) = 17.01) among adolescent students.<br /><br />Conclusion: It is recommended that physical education teachers incorporate this type of training as a complementary approach in physical education classes to enhance the psychological and physical well-being of students, particularly those in high school. Objective: The objective of the present study was to investigate the impact of cognitive-behavioral training on perceived stress, emotional regulation, mental resilience, and motivation for sports participation among adolescent students.<br /><br />Methods: The research population consisted of all male high school students in Tehran, aged between 16 and 18 years. A total of 30 students were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group underwent cognitive-behavioral training for eight weekly sessions, each lasting 120 minutes. Standardized questionnaires were utilized to measure the research variables, and data analysis was conducted using analysis of covariance. <br /><br />Results: The findings indicated that cognitive-behavioral training significantly improved perceived stress (η² = 0.66, p < 0.001, F(24, 1) = 47.5), emotional regulation (η² = 0.22, p = 0.015, F(24, 1) = 6.79), mental resilience (η² = 0.51, p < 0.001, F(24, 1) = 24.9), and willingness to engage in physical activity (η² = 0.41, p < 0.001, F(24, 1) = 17.01) among adolescent students.<br /><br />Conclusion: It is recommended that physical education teachers incorporate this type of training as a complementary approach in physical education classes to enhance the psychological and physical well-being of students, particularly those in high school. https://mbsp.sbu.ac.ir/article_105776_486c94275747d088269e1cc736afd71e.pdf