How does depression facilitate psychological difficulties in children? The mediating role of cognitive emotion regulation strategies

2020 ◽  
Author(s):  
Silvia Melero ◽  
Mireia Orgilés ◽  
José Pedro Espada ◽  
Alexandra Morales
Keyword(s):  
Emotion Regulation ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Mediating Role ◽  
Regulation Strategies ◽  
Psychological Difficulties

scholarly journals Mediating Role of Cognitive Emotion Regulation Strategies on the Relationship Between Attachment Styles and Alexithymia

2014 ◽  
Vol 10 (2) ◽  
pp. 352-362 ◽  
Author(s):  
Mohammad Ali Besharat ◽  
Vahideh Shahidi
Keyword(s):  
Emotion Regulation ◽  
Attachment Style ◽  
Undergraduate Students ◽  
Attachment Styles ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Mediating Role ◽  
Regulation Strategies ◽  
The Relationship

The main objective of the present study was to investigate the mediating role of cognitive emotion regulation strategies on the relationship between attachment styles and alexithymia. Five hundred and thirty six undergraduate students (282 girls, 254 boys) from public universities in Tehran participated in this study. Participants were asked to complete the Adult Attachment Inventory (AAI), the Farsi version of the Toronto Alexithymia Scale (FTAS-20), and Cognitive Emotion Regulation Questionnaire (CERQ). The results illustrated a significant negative correlation between secure attachment style and alexithymia. Moreover, the results revealed a significant positive correlation between avoidant and ambivalent attachment styles with alexithymia. Regression analysis showed that both adaptive and maladaptive cognitive emotion regulation strategies, have a mediating role on the relationship between attachment styles and alexithymia. Secure and insecure attachment styles predicted changes in alexithymia through adaptive and maladaptive cognitive emotion regulation strategies in opposite directions. Based on these findings, it can be concluded that the mediating role of cognitive emotion regulation strategies on the relationship between attachment styles and alexithymia is partial.

scholarly journals Investigation of the Biological Model of Personality Based on Brain-Behavioral System Activity and Marital Satisfaction: The Mediating Role of Cognitive Emotion Regulation Strategies

2021 ◽  
Author(s):  
Pegah Nasiri ◽  
◽  
Seyyedeh Fatemeh Mousavi ◽  
Javad Mollazadeh ◽  
◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Marital Satisfaction ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
System Activity ◽  
Mediating Role ◽  
Behavioral System ◽  
Regulation Strategies ◽  
The Brain

Objectives The current investigation was done with the aim of studying the mediating role of cognitive emotion regulation in the relation between brain-behavioral system activity and marital satisfaction of families living in Mahshar city. Methods 200 married people (106 female & 94 male) referring to two clinics of Petrochemical Industries of Mahshahr that were selected voluntarily. Research measurements were Gray-Wilson Personality Questionnaire (GWPQ), ENRICH Marital Satisfaction Scale (Persian-Brief), and the Cognitive Emotion Regulation Questionnaire (CERQ). Results The results showed that all dimensions of cognitive emotion regulation and brain-behavioral system activity of participants were significantly associated with marital satisfaction. The results also showed that both negative and positive strategies of cognitive emotion regulation and two dimensions of active avoidance and the fight/flight system as components of the behavioral-brain system activity directly and the behavioral inhibition system indirectly were associated with marital satisfaction. In general, the results of this study showed that the components of the brain-behavioral system and cognitive emotion regulation strategies have good predictive power to predict marital satisfaction in families. Conclusion The brain-behavioral system activity as a biological and sustainable model of personality and using the cognitive emotion regulation strategies has an essential role in predicting marital satisfaction - as a general outcome of long-term interactions between couples.

scholarly journals The Mediating Role of Cognitive Emotion Regulation Strategies on Mindfulness, Anxiety, and Academic Procrastination in High Schoolers

2021 ◽  
Vol 9 (2) ◽  
pp. 133-142
Author(s):  
Sajjad Rezaei ◽  
◽  
Azra Zebardast ◽  
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Significant Relationship ◽  
Equation Modeling ◽  
Academic Procrastination ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Mediating Role ◽  
Regulation Strategies

Objective: The present study aimed to investigate the mediating role of cognitive emotion regulation strategies on the relationship between mindfulness, anxiety, and procrastination in high school students. Methods: The study sample consisted of 350 high school female students in Rasht City, Iran. The study subjects responded to the Academic Procrastination Scale (APS), the Cognitive Emotion Regulation Questionnaire (CERQ), the Cattell Anxiety Scale (CAS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data analysis was performed by Pearson product-moment correlation coefficient and structural equation modeling technique in SPSS and AMOS. Bootstrap in Preacher and Hayes’ Macro program (2008) was also used to test the indirect relationships between the study variables. Results: There was a direct and significant relationship between academic procrastination, anxiety, and maladaptive cognitive emotion regulation strategies (P<0.0001). There was an inverse and significant relationship between procrastination, adaptive cognitive emotion regulation strategies, and mindfulness (P<0.0001). Mediation analysis data revealed that the maladaptive cognitive emotion regulation strategies exacerbated the effects of anxiety on academic procrastination; the indirect effect of anxiety on procrastination through adaptive strategies was significant. Conclusion: Procrastination in students could be reduced by minimizing anxiety, correcting maladaptive cognitive emotion regulation strategies, and strengthening adaptive cognitive emotion regulation strategies. Anxiety may aggravate academic procrastination by generating maladaptive mechanisms.

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