Abstract
Objectives The program based on the academic emotion regulation program was applied to academic probation students and verified its effectiveness. Methods Academic emotional control tests were conducted before and after application of the program to confirm the results. As a result of the ANCOVA of 52 academic probation students(26 experiments, 26 controls), academic emotion control of academic probation students was significantly improved. Results The four sub-factors of academic emotion regulation, emotion awareness, goal-matching behavior, positive re-evaluation of emotion, and approach to emotion regulation strategies all showed positive effects. By analyzing the self-reflection statements of academic probation students, specific effects could be confirmed. In the results of the self-reflection analysis, there were changes in academic emotions, changes in class attitude, changes in behavior according to goals, and positive changes in academic performance. Conclusions The program is effective for the learning experts to improve the academic emotion control of academic probation students. Through the academic emotion regulation program, it was possible to have a positive effect on the improvement of the academic emotional regulation of the academic probation. In particular, through this program, academic probation students were aware of their emotions and performed a positive reevaluation of their emotions and goals appropriate to their academic situation.
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