Background: Emotions accompany humans from the old days and have played their roles in the lives of human beings; a wide range of emotional instability and extremity and the adjusting dimensions of emotion have formed a series of behaviors. Besides, everyone's belief and cognition about one's abilities affect each moment of the educational and life stages. The present paper aimed to analyze emotional processing strategies' effectiveness on students' academic adjustment and engagement.
Materials and Methods: The research method is a quasi-experimental one with a non-equivalent control group pretest-posttest design; the research community includes all the boy students in the first grade of high school in the academic year 2019-2020. Thirty cases were chosen randomly and substituted in two groups of 15 cases (an experimental group and a control group). The experimental group then received instruction and intervention for eight sessions, but the control group received no instruction. After the end of the instructional sessions, the posttest had been taken. The used instrument in this research includes the adjustment questionnaire of Singha and Singh's (1993), and Zerang academic engagement questionnaire (2012). For considering the validity and the data analysis, Multivariate Analysis of Covariance (ANCOVA), Multivariate Analysis of Variance (MANCOVA), and SPSS V.22 were used.
Results: The results have shown that the strategies embedded with emotional processing have more effectiveness in improving academic adjustment compared to academic engagement. The results also have shown that emotional processing strategies' effectiveness has significant relationships with academic engagement and adjustment at p <0.05.
Conclusion: According to the research findings, teaching interventional strategies of emotional processing helps increase the students' academic adjustment and engagement.