Aim: The present study was conducted aiming to investigate
the effectiveness of emotion cognitive regulation on
emotional creativity and mental happiness of high school
gifted students. Method: The research method of the present
study was experimental with pretest, posttest control group,
two-month follow-up research design. The statistical
population of present study included all high-school gifted
students in the city of Khorram Abad in academic year 2017-
18. Simple random sampling method and random
replacement were used in the current study in a way that 30
students were selected through simple random sampling
method from high school gifted ones in the city of Khorram
Abad and they were randomly replaced into experimental and
control groups. The experimental group received teaching
intervention during ten seventy-five sessions during three
months while the control group didn't receive such
intervention during research. The applied questionnaires in
the present study included emotional creativity questionnaire
(Avril, 1999), mental happiness questionnaire (Ryan and
Fredrick, 1997). The data from the study were analyzed
through repeated measurement ANOVA via SPSS24
software. Result: The results showed that the intervention of
cognitive regulation of emotion has significantly influenced
gifted students' mental happiness (p<0.001). Moreover, the
results showed that this intervention could significantly
maintain its effect in time (p<0.001). The effect of cognitive
regulation of emotion on emotional creativity and mental
happiness of gifted students was 29% and 59% respectively.
Conclusion: According to the findings of the present study it
can be concluded that cognitive regulation of emotion can be
used as an efficient treatment in order to increase emotional
creativity and mental happiness of gifted students.