scholarly journals Effects of Cognitive Emotion Regulation Strategies by Gender Difference on Peer Relationship of Middle School Students

2014 ◽  
Vol 15 (6) ◽  
pp. 2491-2508 ◽  
Author(s):  
이유현 ◽  
Woongyong Choi ◽  
Sohee Jeong
Keyword(s):  
Middle School ◽  
Emotion Regulation ◽  
Middle School Students ◽  
Gender Difference ◽  
Peer Relationship ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Regulation Strategies ◽  
Relationship Of

Exploring Particular Facets of Cognitive Emotion Regulation and Their Relationships With Nonsuicidal Self-Injury Among Adolescents

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 280-286 ◽  
Author(s):  
Nir Madjar ◽  
Nicole Segal ◽  
Gilad Eger ◽  
Gal Shoval
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Analysis Of Covariance ◽  
Depression Symptoms ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Self Injury ◽  
Regulation Strategies ◽  
Nonsuicidal Self Injury

Abstract. Background: Nonsuicidal self-injury (NSSI) has been found to be associated with poor emotion regulation. Aims: The goal of this study was to examine the association of multidimensional cognitive emotion regulation strategies with NSSI among adolescents and compare the different patterns of NSSI. Method: A sample of 594 high-school students (54.4% boys; mean age = 14.96 years), from five regional schools across Israel, were assessed for five facets of cognitive emotion regulation strategies (acceptance, refocus on planning, positive refocusing, putting into perspective, and positive reappraisal) and NSSI behaviors using validated scales. Participants were allocated into three groups: repetitive NSSI (more than six occasions of NSSI; 7.1%), occasional NSSI (at least one incident but less than six; 8.3%), and no NSSI (84.6%). Results: Analysis of covariance, controlling for gender and depression symptoms, revealed that students with NSSI reported higher levels of acceptance, but lower levels of refocus on planning and putting into perspective. Limitations: The study used a cross-sectional design, which was a limitation. Conclusion: These findings demonstrate that particular cognitive emotion regulation strategies differ substantially in their relationship with NSSI. Adolescents who focus on planning and putting stressful situations into perspective may have increased resilience, whereas adolescents who are accepting of negative events that have happened may be more prone to maladaptive coping behaviors.

Cognitive emotional regulation in Romanian general medicine students

2017 ◽  
Vol 41 (S1) ◽  
pp. S701-S701
Author(s):  
R.S. Romosan ◽  
A.M. Romosan ◽  
V.R. Enatescu ◽  
I. Papava ◽  
C. Giurgi-Oncu
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
General Medicine ◽  
Female Students ◽  
Cognitive Coping ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Regulation Strategies ◽  
Competing Interest

IntroductionDuring medical school, students experience significant amounts of stress. Since certain emotion regulatory strategies are known to be maladaptive, the way in which students are capable to regulate their emotions becomes very important, because it can affect their physical and mental welfare.ObjectivesThe purpose of this study was to assess cognitive emotion regulation strategies in Romanian general medicine (GM) students.MethodsThe study was conducted between 2015–2016 on 86 sixth-year Romanian GM undergraduates from the Timisoara “Victor Babes” university of medicine and pharmacy. In order to identify the cognitive emotion regulation strategies (or cognitive coping strategies) that students use after experiencing negative situations or life events we used the Romanian version of the cognitive emotion regulation questionnaire (CERQ).ResultsThe sample consisted of 30 (34.9%) males and 56 (65.1%) females, with ages ranging between 24 and 31 years (mean age = 24.97 years, SD = 1.74). Compared to female students, males obtained significantly lower mean scores in “umination” (t = -2.84, P = 0.005, 95% CI = -1.64; -0.29), “positive refocusing” (t = -2.09, P = 0.037, 95% CI = -1.42; -0.04) and “catastrophizing” (t = -3.17, P = 0.002, 95% CI = -1.31; -0.3). Both male and female GM students had significantly higher mean scores in “blaming others” than their respectively gender-related general population.ConclusionsResults of this study suggest that GM students, when facing stressful or negative events, are more inclined in using “blaming others” as a coping strategy. Female students seem to be more inclined than males to use “rumination”, “catastrophizing” and “positive refocusing” as cognitive coping mechanisms.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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