scholarly journals استراتيجيات التنظيم المعرفي الانفعالي كمتغير وسيط بين التفكير الانتحاري والكمالية العصابية لدى عينة من طالبات جامعة الملك عبدالعزيز Cognitive Emotion Regulation Strategies as Mediator Variable between Suicidal Ideation and Neural Perfectionism Among a Sample of King Abdul-Aziz University Students

2021 ◽  
Vol 7 (7) ◽  
pp. 299-332
Author(s):  
يــارا محمــد الغـــامـــدي ◽  
أمـيرة عبدالرحمــن الـزيــن
Keyword(s):  
Emotion Regulation ◽  
Suicidal Ideation ◽  
University Students ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Regulation Strategies ◽  
Mediator Variable

Childhood Trauma and Current Depression Among Chinese University Students: a Moderated Mediation Model of Cognitive Emotion Regulation Strategies and Neuroticism

2021 ◽  
Author(s):  
Qianqian Chu ◽  
Xiang Wang ◽  
Rui Yao ◽  
Jie Fan ◽  
Ya Li ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
University Students ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Moderating Effects ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Moderated Mediation Model ◽  
Regulation Strategies

Abstract Background: Childhood trauma (CT) is considered as a highly risk factor for depression. Although the pathway of CT to depression, especially the mediating or moderating effects of cognitive emotion regulation strategies (CERS) or neuroticism, have investigated by several studies, the results were inconsistent and there is a paucity of full models among these interactive factors. This study aims to examine the relationships among CT, adaptive / maladaptive CERS, neuroticism and current depression symptoms in university students.Methods: We recruited 3009 students, aged averagely 18.00 (SD = 0.772) years, from universities in Hunan province in 2019. A moderated mediation model was built to examine the relationships among CT, CERS, neuroticism and current depression using the SPSS PROCESS 3.5 macro. We conducted bootstrapping of regression estimates with 5,000 samples and 95% confidence interval.Results:Results revealed that the significant mediating effects of adaptive CERS (β = 0.0117; 95% CI: 0.0061 to 0.0181) and maladaptive CERS (β = 0.0278; 95% CI: 0.0161 to 0.0401) between CT and depression were observed, accounting for 5.690% and 13.521% of the total effect respectively. Then, moderated mediation analyses results showed that neuroticism simultaneously moderated the direct effect of CT on current depression (β = 0.035; 95% CI: 0.001 to 0.009), and the indirect effects of CT on current depression through adaptive CERS (adaptive CERS – current depression: β = -0.034; 95% CI: -0.007 to -0.001) and maladaptive CERS (maladaptive CERS – current depression: β = 0.157; 95% CI: 0.017 to 0.025). However, the moderating effects of neuroticism in the indirect paths from CT to adaptive CERS (β = 0.037; 95% CI: 0.000 to 0.014) and maladaptive CERS (β = -0.001; 95% CI: -0.006 to 0.005) were not significant.Conclusions: This study provides powerful evidences through a large university students sample for the mediating role of adaptive / maladaptive CERS and the moderating role of neuroticism between CT and current depression. This manifests that cognitive emotion regulation may be a vital factor for people who suffered from CT and current depression. Furthermore, the influence of neuroticism in this process cannot be ignored.

scholarly journals Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents

2020 ◽  
Vol 9 (10) ◽  
pp. 3116
Author(s):  
Cirenia Quintana-Orts ◽  
Sergio Mérida-López ◽  
Lourdes Rey ◽  
Félix Neto ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Suicidal Ideation ◽  
Coping Strategies ◽  
Suicide Risk ◽  
Adaptive Coping ◽  
Indirect Pathway ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Regulation Strategies

Though contemporary scientific literature addressing the links between emotional intelligence (EI) and suicidal ideation in adolescents is scarce, one of the potential proposed pathways through which EI may reduce the risk of suicidal ideation involves its relationship with the use of adaptive coping strategies. The aim of this research is to provide support for an empirical pathway that proposes that the effects of EI on suicide risk may follow an indirect pathway, involving maladaptive and adaptive cognitive emotion regulation strategies, using both cross-sectional and prospective design in two independent studies with Spanish adolescents. The sample of Study 1 consisted of 1824 students (52.4% female; mean age 14.55 years). In Study 2, 796 adolescents (54.4% female; mean age 13.76 years) filled out the measures twice, four months later. The results confirmed a positive association between EI and adaptive cognitive emotion regulation strategies and a negative link with suicidal ideation. As expected, the results showed that both cross-sectionally (Study 1) and prospectively (Study 2) EI predicted lower suicidal ideation. Bootstrap mediation analysis indicated that only adaptive cognitive emotion regulation strategies partially mediated the link between EI and suicidal ideation both cross-sectionally and prospectively. Together, those adolescents who showed higher EI were more likely to report more adaptive cognitive emotion regulation, which in turn predicted lower levels of suicidal ideation. Our findings suggest possible avenues for prevention and intervention efforts aimed at boosting emotional abilities and developing adaptive coping strategies among adolescents who are at elevated suicide risk.

scholarly journals Cognitive Emotion Regulation Strategies as Predictors of Academic Achievement among University Students

2016 ◽  
Vol 10 (4) ◽  
pp. 680
Author(s):  
Ghaleb Al-badareen
Keyword(s):  
Academic Achievement ◽  
Emotion Regulation ◽  
University Students ◽  
Joint Effect ◽  
Relative Effect ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Regulation Strategies ◽  
Hashemite University ◽  
The Impact

The purpose of this study was to investigate the impact of cognitive emotionregulation strategies on academic achievement of university students in Jordan. A random sample of 386 students from the Hashemite University participated in the current study. The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies. The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement. It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.

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