Emotion Regulation Skills and Its Correlation with Risk-Taking Behavior among Technical Secondary Education Students

Hemied, Ibrahim Saeid Ibrahim; Rizk, Al-Saeid Ghazi Mohamed; Darwish, Ramadan Mahmoud Ahmed

doi:10.21608/jsrep.2022.257418

Emotion Regulation Skills and Its Correlation with Risk-Taking Behavior among Technical Secondary Education Students

Document Type : Original Article

Authors

قسم الصحة النفسية، کلية التربية، جامعة الأزهر.

10.21608/jsrep.2022.257418

Abstract

The current research aimed at examining the association between emotion regulation skills and risk-taking behavior among technical secondary education students. In addition to recognizing the possibility of predicting risk-taking behavior through emotion regulation skills, and also recognizing the differences in these two variables according to the gender variable. The number of participants in the research was (150) male and female; they were selected from some secondary schools technical in Al-gharbia governorate, aging (16-18) years. The Emotion Regulation Skills Scale prepared by Garnefski et al (2001, translated by Abdullah Muhammad Al-Khouli (2015), and the Risk-taking Behavior Scale (prepared by the first researcher) was administered. The research made use of the descriptive approach. The results showed a positive, statistically significant relationship between incongruent emotion regulation skills and the behavior of risk taking, and a negative relationship between consensual emotion regulation skills and risk-taking behavior among technical secondary education students. It was also shown that risk-taking behavior could be predicted through incongruent emotion regulation skills. The results also revealed that there are no statistically significant differences in emotion regulation skills and risk-taking behavior according to the gender variable (males). The differences were in favor of males, with the exception of smoking behavior and drug use.

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References

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