Background: Many of the risky behaviors of adolescence are caused by emotional disturbances resulting from the changes of puberty. The mental health of students at the threshold of puberty is directly related to academic and personal-social performance. In addition, boys and girls have obvious gender differences in perception, cognition, memory, and neurological functions. These differences may be attributed to various genetic, hormonal, and environmental factors. However, the results of previous researche in this field are inconsistent and insufficient.
Aims: The present study was conducted to compare the Psychological well-being, Cognitive-emotional regulation, and Brain-behavioral system of middle school male and female students in Havigh city.
Methods: Method: The present research is a causal- comparative research. The research population included all the male and female students of the middle school level of Department of Education and Training schools in Havigh region (Talesh city) in the educational year of 2022-2023, who were selected by voluntary and available sampling method, 50 people in each group. In order to collect data, psychological well-being questionnaires (Ryff, 1989), cognitive-emotional regulation (Garnefski et al., 2001), and brain - behavioral systems Inventory (Carver and White, 1994) were used, which were analyzed with the statistical test of multivariate analysis of variance (MANOVA) and SPSS-24 software were analyzed.
Results: The results showed statistically significant differences between the two groups of male and female students in psychological well-being scores (F= 12.82 and P< 0.01), and positive cognitive-emotional regulation (F= 34.88 and P< 0.01), negative cognitive-emotional regulation (F= 24.97 and P> 0.01), behavioral inhibition system (F= 14.62 and P< 0.01), and behavioral activation system
(F= 9.16 and P> 0.01).
Conclusion: According to the findings of the current research; The difference between the two genders in psychological well-being, emotional cognitive regulation and behavioral brain system can cause the different performance and exposure of male and female students in dealing with the problems of adolescence and puberty.