Showing 37 results for Cognitive Emotion Regulation
Dr Reza Pourhosein, Miss Zahra Hodhodi,
year 4, Issue 4 (1-2016)
Abstract
The present study seeks to investigate moderating effect of cognitive emotion regulation strategies on the relationship between intolerance of uncertainty and worry. 254 (114 females, 140 males) students of University of Tehran participated in the present study. Participants completed Intolerance of Uncertainty Scale - short form (IU-12), Penn State Worry Questionnaire (PSWQ-16) and Cognitive Emotion Regulation Questionnaire (CERQ-18). Results indicated that there were negative and positive significant relationships between intolerance of uncertainty and adaptive and non-adaptive cognitive emotion regulation strategies at p<0.01 level of significance, respectively. In addition, mediating role of cognitive emotion regulation strategies was confirmed according to the relationship between intolerance of uncertainty and worry. Findings revealed that the relationship between intolerance of uncertainty and worry is not simply linear and potentially influenced by both adaptive and non-adaptive cognitive emotion regulation strategies.
Dr Sajjad Rezaee, Mrs Fatemeh Gholipoor, Mrs Sahar Reshadati,
year 5, Issue 1 (6-2016)
Abstract
The aim of present research was to investigate the role of cognitive emotion regulation and masculine-feminine sex-role preferences in adolescent girls' aggression. In a cross-sectional study were selected 509 girl students by multistage cluster sampling and each of them responded to the Bem sex role inventory (BSRI), Garnefski cognitive emotion regulation questionnaire (CERQ) and Ahvaz Aggression Inventory (AAI). All of cognitive emotion regulation strategies and gender preferences could explain up to 37% of the aggressiveness results of shared variance after adjustment for confounding variables such as age and physical illness history. In the final model, maladaptive cognitive emotion regulation strategy and subscales of self-blame, rumination, catastrophizing, blaming others and masculine Sex-Role directly and adaptive cognitive emotion regulation strategy and positive reappraisal inversely, predicted levels of aggressiveness. It seems promotion and reform of the cognitive emotion regulation strategies and also cultural predispositioning about of inappropriate gender belief substitution, can be profitable in reducing negative emotions such as anger.
Fahimeh Hassani, ,
year 7, Issue 10 (1-2019)
Abstract
This study aimed to evaluate the effect of the research community on emotional Cognitive Emotion Regulation were elementary students. The study population included all primary school students in six of the city zarandieh the sample was selected using random cluster, then randomly a class in another class in the experimental group and the control group and save the Cognitive emotion regulation questionnaire Garnfsky, Craig and spin Haven (2001), was completed by the students in both groups. In this study, groups of 10 to 45-minute training program was using research community And finally was set-test. Data obtained from the questionnaire scoring with analysis of covariance (Ancova) and multivariate analysis of covariance (Mancova) were analyzed. According to research findings, significant effects on students' educational intervention on cognitive emotion regulation. So that the components of the blame, acceptance, rumination, positive refocusing, focusing on planning, reassessment, perspective-taking, catastrophizing and blaming others in the group the trial showed a significant increase as compared to the control group. Based on the findings, the study concluded that social, cognitive emotion regulation strategies to increase positive and negative strategies to reduce this variable.
Mahmood Jafarian, Ph.d Mahin Askari,
year 7, Issue 11 (2-2019)
Abstract
The aim of this study was Comparison cognitive distortions and cognitive emotion regulation in addicts and non-addicts. This research was Causal-comparative type. The target population included All Men addicted in Bandar Abbas and Employees of government agencies in Bandar Abbas. The research sample consisted of 120 men (60 male and 60 female non-drug addict) With an age range 20-50 years selected with convenience sampling. The instrument used in this study is Inventory cognitive distortions (Abdollahzdeh & Salar, 2010) and Cognitive emotion regulation questionnaire (Garnefski, 2001). Dates were analyzed with Multivariate analysis of variance by SPSS. The results showed that the cognitive distortions and cognitive emotion regulation in addicts and non-addicts had significantly different In level of (P ≥ 0/05). Thus, we conclude that the cognitive distortions is more of addicts than non-addicts and cognitive emotion regulation is more of non-addicts than addicts
Dr Masoud Gholamali Lavasani, Fatemeh Sadat Mirhosseini, Ms Zahra Motahari Nasab, Ms Somaye Ramesh,
year 8, Issue 8 (11-2019)
Abstract
The purpose of this study was to investigate the mediating role of integrative self-knowledge on the relationship between basic psychological needs and Cognitive Emotion Regulation strategies in adolescents. The population of this research is all high school students in Yazd in 2017-2018. A total of 329 people (157 girls and 162 boys) were selected through available sampling. The data gathering tool was of Basic Psychological Needs Scale (BNSG-S; Deci & Ryan, 2000), Integrative Self-Knowledge Scale (ISKS; Ghorbani, Watson & Harges, 2008) and strategies for Cognitive Emotion Regulation Questionnaire (CERQ; Garnowski & Craigie, 2006). Data were analyzed using Pearson correlation and Path analysis. The results showed that there is a positive correlation between adaptive cognitive emotion regulation strategies and basic psychological needs and integrative self-knowledge, and a negative correlation between maladaptive cognitive emotion regulation strategies and basic psychological needs and integrative self-knowledge. Mediating role of integrative self-knowledge in the relationship between basic psychological needs and cognitive emotion regulation strategies was confirmed. Therefore, it is necessary to direct psychological interventions toward satisfying basic psychological needs and integrative self-awareness in emotional regulation in adolescents.
Masoud Gholamali Lavasani, Fatemeh Sadat Mirhosseini, Azam Zare Mirak Abad, Zahra Motahari Nasab,
year 8, Issue 9 (12-2019)
Abstract
Academic performance, especially in adolescents with many changes, is important. The purpose of this study was to investigate the predictive role of fundamental psychological needs and cognitive emotion adjustment in academic performance of students. A total of 329 high school students (157 girls and 162 boys) participated in this study. The data gathering tool was a basic psychological needs questionnaire and cognitive emotion regulation strategies. The results of this study showed that fundamental psychological needs have a positive correlation with academic performance. Also, the results indicated the role of autonomy, belonging and competence in predicting students' academic performance. Therefore, it is necessary to lead psychological interventions to meet basic psychological needs in the field of adolescent academic performance.
Sadigheh Heydari, Shakib Lajmiri, Dr Mehrnaz Azadyekta, Dr Majid Barzegar, Mehran Arshadi,
year 9, Issue 2 (4-2020)
Abstract
The purpose of this study was to investigate the psychometric parameters of Perth's anxiety Questionnaire (PAQ) and its relationship with cognitive emotion regulation. To investigate the validity of the questionnaire, exploratory factor analysis using varimax rotation and SPSS version 24 software was used. The results showed that 22 out of a total of 24 items translated into the Persian language are suitable for Iranian culture and cover four factors that together account for 60.90 percent of the total variance. Cronbach's Alpha coefficient for all subscales and the total scale was higher than 0.7. Regarding the study of the relationship between emotional collapse and emotional adjustment of the total emotional collapse scale, there is a direct and significant relationship with "self-induction," "anticipatory," "catastrophe" and "positive re-focusing," and the full scale.
Phd Farangis Demehri, Mahdi Valizadeh Poorkani, Phd Mohsen Saeidmanesh,
year 9, Issue 8 (10-2020)
Abstract
The aim of the present study was investigating the effectiveness of mindfulness-based cognitive therapy on cognitive emotion regulation in gifted male students. The statistical population of the present study was all male students in the first high school in Gifted Shahre-Babak High School in the academic year of 2018-2019. In this research, the purposive sampling method was used. after the initial implementation of the questionnaire, 30 subjects who had less scores in the cognitive emotion regulation were selected and randomly assigned to experimental (15 people) and control (15 people) groups. For the experimental group, during 8 2-hour sessions, a mindfulness-based cognitive therapy intervention program was implemented between the pre-test and post-test intervals. To collect data, the Cognitive Emotion Regulation Questionnaire of Garnowski et al. (2001) was used. Data were analyzed using the univariate analysis of covariance (ANCOVA). The results showed that mindfulness-based cognitive therapy training has a significant effect on reducing maladaptive strategies of cognitive emotion regulation and increasing adaptive strategies (except acceptance and refocusing on planning) (P<0.01). Therefore, mindfulness-based cognitive therapy education can be considered as an effective intervention in improving the cognitive emotion regulation in gifted students.
Sara Feyzollahi, Professor Mohamad Narimany, Dr. Tavakol Mosazadeh,
year 10, Issue 2 (4-2021)
Abstract
The aim of this study was to investigate the effectiveness of acceptance and commitment therapy on suicidal thoughts, self‐concealment, and cognitive emotion regulation in women with suicidal thoughts. This research was done experimentally and through designing pre-test and post-test and using a control group. The statistical population included all women with suicidal thoughts who referred to comprehensive health centers in Ardabil city in 2019. The research sample of the study was 40 women in this population who were selected by convenience sampling method and randomly replaced into the experimental and control group. For data collection, we used the suicidal thoughts scale (Beck & Steer, 1991), the self‐concealment scale (Larson & Chastain, 1990), and the short form of cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006). Data were analyzed by multivariate analysis of covariance (MANCOVA). The results indicated that acceptance and commitment therapy had a significant effect on reducing self‐concealment and suicidal thoughts and increasing cognitive emotion regulation in women with suicidal thoughts (P<0.001). These findings indicate that acceptance and commitment therapy may be effective in reducing suicidal thoughts by improving the regulation and expression of emotions.
Dr Jafar Hasani, Malek Bastami Katuli, Zahra Khani,
year 10, Issue 5 (8-2021)
Abstract
Recent studies have argued that emotional impulsiveness and deficient emotional self-regulation are central components in attention-deficit/ hyperactivity disorder. The aim of this study was to determine the role of cognitive emotion regulation strategies, utilization of emotion, and appraisal of emotion in predicting adults' attention-deficit/ hyperactivity symptoms. So, Two hundred and ninety-three undergraduate and MA students (141 boys and 152 girls) were selected by convenience sampling and answered the Cognitive Emotion Regulation Questionnaire (CERQ), Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and Emotional Intelligence Scale-41 (FEIS-41). The result of hierarchical regression analysis showed after removing the effect of utilization of emotion and appraisal of emotion, five cognitive strategies of emotion regulation including self-blame, catastrophizing, other-blame, refocus on planning and positive reappraisal significantly have a role in predicting adult ADHD symptoms. The results suggest that cognitive emotion regulation strategies must be included in the conceptualization and diagnosis of Adult ADHD.
Habib Amani, Dr. Ramin Habibi-Kaleybar, Dr. Abolfazl Farid, Dr. Siavash Sheykhalizadeh,
year 10, Issue 5 (8-2021)
Abstract
Test anxiety is a mental-emotional state that reduces student performance. The use of adaptive and maladaptive emotion regulation strategies and cognitive avoidance has an important effect on how students get out of stressful situations. The aim of the present research was the role of cognitive emotion regulation and cognitive avoidance in predicting test anxiety in female students. The present study was descriptive-correlational and the statistical population included all 10th-grade female students in Azna city in the academic year 2019-2020, from which 336 female students were selected by available sampling. Data collection tools included the Test Anxiety Inventory (TAI; Spielberger, 1980), Cognitive Emotion Regulation (CERQ; Garnefski & keraij, 2006), and Cognitive Avoidance (CAQ; Sexton & Dougas, 2008). The data were analyzed by correlation coefficient and stepwise regression analysis. The results showed that there is a positive relationship between test anxiety and self-blame, acceptance, rumination, catastrophizing, other's blame, and cognitive avoidance strategies, there is a negative relationship between test anxiety with positive reappraisal (P <0.05). Results of regression analysis indicated that from among adaptive strategies of cognitive emotion regulation, positive assessments negatively and from among non-adaptive strategies of cognitive emotion regulation, self-blame other blame and from among strategies cognitive avoidance: thought Substitution and thought Suppression positively, they explain 41% of the test anxiety score. predict the test anxiety. As results indicate, the strategies employed by individuals to regulate their emotions can play a significant role in the determination of their test anxiety, and strengthening the adaptive cognitive emotion regulation should be regarded as an intervention and educational goal in enhancing the test anxiety.
Dr. Abbas Habibzadeh, Mehdi Beyki, Dr. Parviz Porzoor,
year 10, Issue 7 (10-2021)
Abstract
The current study aimed at determining the role of cognitive emotion regulation styles in predicting students' mental health and academic performance. This research was a correlational study. The sample included 240 students from the University of Mohaghegh Ardabili in the academic year 2019-20 that were selected by random cluster sampling. Data were obtained from the cognitive emotion regulation questionnaire (CERQ), General Health Questionnaire (GHQ), and the overall average score used to measure academic performance. The data were analyzed using Pearson correlational coefficient, multiple regression analysis, and independent t-tests. Results showed that positive refocusing reappraisal from adaptive cognitive emotion regulation styles and catastrophizing from maladaptive cognitive emotion regulation styles were the strongest predictors of psychological health in students. Furthermore, academic performance was positively associated with adaptive cognitive emotion regulation strategies and was negatively associated with maladaptive cognitive emotion regulation strategies. Positive refocusing reappraisal strategy was the strongest predictor of students' academic performance. In addition, the results also showed that men used the self-blame style more than women. Considering the role of cognitive emotion regulation strategies in mental health and academic performance, educating cognitive emotion regulation strategies (especially positive refocusing reappraisal) can increase students' mental health academic performance.
Niloufar Farsijani, Dr. Mohammad Ali Besharat, Dr. Ali Moghadamzadeh,
year 10, Issue 7 (10-2021)
Abstract
The aim of this study was to predict social adjustment based on ego strength and cognitive emotion regulation. The statistical population of the present study included all female students in high school. In this study, 337 female high school students were selected by the available sampling method. Research questionnaires included: Bell Adjustment Inventory Bell, (1961), (BAI), Ego Strength Scale Besharat, (2007), (ESS) and Cognitive Emotion Regulation Questionnaire Garnefski and Kraaij, (2006), (CERQ). This study is a descriptive correlational study. Pearson correlation coefficient and simultaneous regression analysis were used to analyze the research data. The results showed that by increasing the individual score in adaptive strategies of emotion regulation (p<0/05, r= 0/60) and ego strength (p<0/05, r= 0/50) the rate of social adjustment increases. On the other hand, the results showed that by reducing the score in maladaptive strategies of emotion regulation (p<0/05, r= -0/54) the rate of social adjustment increases. Findings showed that the combination of research variables is significantly related to social adjustment and explained 47% of its variances. According to the results of the present study, it can be concluded that ego strength is a psychological capacity, and emotions as biological responses affect interactions and social functioning. It is suggested to cultivate ego strength and teach cognitive emotion regulation strategies to promote social adjustment.
Keywords: Social adjustment, Ego strength, Cognitive emotion regulation
Homa Salehi, Dr. Simin Hosseinian, Dr. Seyedeh Monavar Yazdi,
year 10, Issue 8 (11-2021)
Abstract
The aim of this study was to investigate the relationship between cognitive flexibility and successful marriage by considering the mediating role of cognitive emotion regulation. This study was a descriptive correlational study of structural equations. The statistical population of the study was married men and women in Tehran and 635 volunteers were selected using the available sampling method in the period of summer (2019) to summer (2020). To collect the data of this study, Hudson Successful Marriage Index (IMS) Questionnaire (1992), Garnefski, Critch and Spinhaven (CERQ) Cognitive Emotion Regulation Questionnaire (2001), Dennis and Vander Wal (CFI) Cognitive Flexibility Questionnaire(2010) was used. Data were analyzed using a structural equation. The results showed that the independent variable of cognitive flexibility and the dependent variable of successful marriage were related and cognitive emotion regulation has a minor mediating role in this regard (P> 0.001). A successful marriage is also associated with cognitive emotion regulation (P> 0.001). Since cognitive emotion regulation skills are one of the most important individual factors in a successful marriage and family stability. Therefore, the role of teaching cognitive emotion regulation strategies and cognitive flexibility is very important and requires more attention from counselors and stakeholders
Maryam Komarati, Dr. Firoozeh Zangeneh Motlagh, Dr. Zabih Pirani,
year 10, Issue 10 (1-2022)
Abstract
The aim of the present study was to compare the effects of acceptance and commitment therapy and mindfulness therapy on the cognitive emotion regulation of female adolescents with self-harming behaviors. The present study is a quasi-experimental study with a pretest-posttest design with a control group. The study population consisted of all female students studying in the first secondary schools of District 1 of public schools in Tehran in the academic year of 2020-2021. Among them, 60 people were selected using the cluster stage sampling method and were randomly assigned to three equal groups (20 people in each group). The research instrument included the Cognitive Emotion Regulation Questionnaire (CERQ) (Garnowski et al., 2006) which was performed in three stages before, after, and 2 months after the completion of sessions. Therapeutic interventions for experimental groups were held in 8 sessions, but the control group did not receive any intervention. The results obtained from multivariate analysis of covariance showed that both intervention methods are effective in improving cognitive emotion regulation and its components and their effect lasted over time (P<0.01). Also, the results of the t-test showed that there is no significant difference between the effects of the two methods on cognitive emotion regulation of students with self-harming behaviors, but the effectiveness of mindfulness on cognitive positive and negative emotion regulation strategies was higher.
Ali Kermani, Shaghayegh Rahimi, Hosein Fanoodi, Mohammad Narimani,
year 10, Issue 10 (1-2022)
Abstract
The present study was performed to investigate the role of maladaptive strategies of cognitive emotion regulation and interpersonal cognitive distortion in predicting the tendency to high-risk behaviors in male adolescents. The research method was descriptive-correlational and the statistical population included all male students of the secondary high schools in Rasht during the academic year 2020-2021. 150 students were selected via convenient sampling method and participated in the research online through social media (Telegram, WhatsApp, and Shad), and responded to risk questionnaires (ZadehMohammadi et al., 2011), cognitive emotion regulation (Hasani, 2010). And interpersonal cognitive distortion (Hamamci et al., 2004); Research data were analyzed by Pearson correlation test and multiple regression analysis. The results showed that maladaptive strategies of cognitive emotion regulation and interpersonal cognitive distortion have a positive and significant relationship with the tendency to high-risk behavior (P <0.01). The maladaptive strategies of cognitive emotion regulation and interpersonal cognitive distortion explain 50% of the variance in the tendency to high-risk behavior. Therefore, it can be concluded from the research findings that cognitive and emotional deficits can play an important role in high-risk behaviors.
Dr. Afsaneh Moradi, Samireh Karimi, Elham Hessami,
year 11, Issue 3 (5-2022)
Abstract
During the Covid-19 epidemic, the mental health of nurses and staff in patient-related wards is critical. The aim of this study was to investigate the mediating role of cognitive emotion regulation in the relationship between perceived vulnerability to disease and the experience of post-traumatic stress symptoms in the caregiving staff of patients with Covid-19. The present study is basic research and descriptive-correlational in terms of method. The study population consisted of all care staff of patients with Covid-19 working in hospitals in Tehran in June and July 2021, from which 677 people were selected as a sample. Research instruments include Mississippi Scale for Posttraumatic Stress Disorder (MCCP: Keane et al., 1988), the Perceived Vulnerability to Disease Questionnaire (PVDQ: Duncan et al., 2009), and the Cognitive Emotion Regulation Questionnaire (CERQ: Garnefski et al., 2002). Data were analyzed using structural equation analysis using Amos version 24 and SPSS version 22. Findings of the study indicated that the model has a good fit and perceived vulnerability has no significant effect on the experience of PTSD symptoms. Still, positive cognitive emotion regulation has a significant negative effect on PTSD and negative cognitive emotion regulation had a significant positive impact on PTSD (ρ<0.001). In addition, the mediating role of cognitive emotion regulation in the relationship between perceived vulnerability and PTSD was also significant (ρ<0.001). It can be concluded that perceived vulnerability through cognitive emotion regulation strategies can be the basis for experiencing the symptoms of PTSD.
Sajad Eslamiyan, Dr. Robabeh Nouri Ghasemabadi, Dr. Jafar Hasani,
year 11, Issue 3 (5-2022)
Abstract
Test anxiety is one of the common problems in children and adolescents that reduce their efficiency. Too much anxiety may firstly disrupt studying and memorizing, and finally, disturb the performance of an individual during the test. The purpose of this study was to structural equation modeling of test anxiety based on perfectionism with emphasis on mediating role of cognitive emotion regulation. The method of this study was descriptive -correlational. The whole secondary school students in Tehran city in the academic year 1401-1400 constituted the statistical population of this study. 456 people from this statistical population were selected randomly by convenience sampling and participated in this study. The instruments were the test anxiety inventory (TAI) of Aboighasand et al (1375), the Tehran multidimensional perfectionism scale (TMPS) of Besharat (2,008), and the cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006). Data were evaluated and analyzed with the use of Pearson’s correlation and Structural Equation Model (SEM) by SPSS-24 and AMOS. Results showed that perfectionism and maladaptive cognitive emotion regulation negatively predicted test anxiety in students (p <0.05). maladaptive cognitive emotion regulation had a mediating role in this prediction (p <0.05). As a result, focusing on perfectionism and maladaptive cognitive regulation of emotion can play an important role in student test anxiety. More interventions based on overcoming perfectionism and cognitive emotion regulation-based interventions in treatment for pathological test anxiety are suggested.
Maryam Rostami, Fardin Khosravi, Reza Mansouri Koryani,
year 11, Issue 4 (7-2022)
Abstract
The present research¬ aimed to determine the effectiveness of group acceptance and commitment therapy on the effectiveness of acceptance and commitment therapy on cognitive emotion regulation, psychological well-being, and quality of life in the elderly. This research was a quasi-experimental study with a pretest-posttest and control group design. The statistical population included all the elderly living in Illam city during 2021. For this aim, 32 of the elderly were chosen through a convenience sampling method along with inclusion criteria and placed randomly into two groups experimental and control (with 16 members). In order to collect data, questionnaires on cognitive emotion regulation (Garnefski et al, 2001-CERQ), psychological well-being (Ryff, 2002- RSPWB), and quality questionnaires (BREF-WHOQOL, 1996) were used. The experimental group received treatment based on acceptance and commitment in 8 sessions of 90 minutes and the control group did not receive any therapeutic intervention. Research data were analyzed using the multivariate analysis of covariance (MANCOVA). The results of the analysis of covariance showed that there was a significant difference between the experimental group and the control group in terms of dependent variables in the post-test stage (P<0/001). The results showed that group therapy based on acceptance and commitment is effective in reducing, maladaptive Cognitive Emotion Regulation Strategies and increasing adaptive Cognitive Emotion Regulation strategies for psychological well-being and quality of life in the elderly.
Peyman Mamsharifi, Sara Shabanian Aval Khansari, Kimia Najafi, Sajedeh Farokhi, Mohammad Aminpour,
year 11, Issue 4 (7-2022)
Abstract
The aim of this study was to investigate the mediating role of problem-solving strategies in the relationship between metacognitive beliefs and cognitive emotion regulation strategies with resilience in the Covid-19 era. The present study is basic research in terms of purpose and a correlational study in terms of method. The study population consisted of all male and female undergraduate and graduate students of Allameh Tabataba’i and Kharazmi universities in 2021-2022, from which 220 people were selected as a sample online and available. Research questionnaires included: The resilience Questionnaire (CD-RISC, Connor and Davidson, 2003), the Problem Solving Strategies Questionnaire (PSSQ, Cassidy & Long, 1996), the Metacognitive Beliefs Questionnaire (MCQ, Wells & Cartwright-Hatton, 2004) and the Cognitive Emotion Regulation Strategies Questionnaire (CERQ, Garnefski & Kraaij, 2006). Path analysis was used to analyze the data. The results of the path analysis indicated that the model fit in well. Findings showed that metacognitive beliefs could indirectly predict resilience through constructive problem-solving strategies (p<0.001). Also, the adaptive cognitive emotion regulation strategy was able to predict resilience both directly and indirectly through the constructive problem-solving strategy (p<0.001). It can be concluded that the constructive problem-solving strategy has a key role in students' resilience and it is necessary to pay attention to these factors in interacting with each other in resilience promotion programs.
