scholarly journals Cognitive Emotion Regulation Strategies and Cognitive Flexibility Levels in High School Students Subjected to Peer Bullying

2021 ◽  
Vol 59 (5) ◽  
pp. 393-399
Author(s):  
Behiye Sumeyra Bilgic ◽  
Arzu Onal Sonmez ◽  
Ayten Erdogan
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Cognitive Flexibility ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Peer Bullying ◽  
Regulation Strategies

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.

scholarly journals Education of Cognitive of Emotion Regulation on Athletic Performance of High School Male Students

2021 ◽  
Vol 15 (7) ◽  
pp. 2267-2268
Author(s):  
Mir Hamid Salehian ◽  
Recep Gursoy ◽  
Tayebeh Bani Asadi ◽  
Parinaz Ghanati
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Data Collection ◽  
Athletic Performance ◽  
Emotional Regulation ◽  
Male Students ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Statistical Population

The main purpose of this research was to study the effect of emotional regulation on the athletic performance. The present research was descriptive-correlational in terms of research method and applied in terms of purpose and survey in terms of data collection method, which was conducted in the field. The statistical population of this study includes all male athletes in Bayburt in team (football, volleyball and handball) and individual (track and field, judo), with an average age of 16 ±2.6 years old, from which 30 students were randomly selected Voluntarily. Data collection tools consisted of three questionnaires: Charbonneau exercise performance questionnaire (2001) and emotional cognitive regulation questionnaire (Garnowski et al., 2001). The validity of these two questionnaires was 0.82 and 0.91 by Cronbach's alpha coefficient in this study. Regression correlation test was used to test the hypotheses .The results showed that the athletic performance of high school male students can be affected by cognitive emotion regulation. By training the emotions of high school male students their performance get better and cope with the challenges. Keywords: Emotion regulation, high school students, male

scholarly journals The Role of Cognitive Emotion Regulation Strategies, Cognitive Flexibility, and Distress Tolerance in Death Anxiety Among Women with Hypertension: A Descriptive Correlation Study

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mehrdad Ghanbarpoor Ganjari ◽  
Zahra Khanmohammadzadeh ◽  
Hanieh Nobakht ◽  
Habib Eslami Kenarsari
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Cognitive Flexibility ◽  
Death Anxiety ◽  
Stepwise Regression ◽  
Distress Tolerance ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Regulation Strategies

Background: Death anxiety and its consequence are among the most important mental health issues that should be considered in hypertension patients. Some studies reported that cognitive emotion regulation strategies, cognitive flexibility, and distress tolerance, both influence and predict mental health. Objectives: This study aimed to investigate the role of these variables on death anxiety among women with hypertension. Methods: This is a descriptive correlational study that was conducted on 150 women with hypertension who were referred to hospitals in Rasht in 2018. Participants were selected using the convenience sampling method. Death Anxiety scale (DAS), the Distress Tolerance scale (DTS), the cognitive flexibility inventory (CFI), and the short version of the Cognitive Emotion Regulation questionnaire (CERQ) were used to collect the data. Data were analyzed using both descriptive (means and standard deviations) and inferential (the Pearson correlation coefficient and stepwise regression analysis) analyzes using SPSS. Results: Overall cognitive emotion regulation strategies (r = -0.20), refocus on planning (r = -0.28), acceptance (r = -0.35), positive reappraisal (r = -0.20), and putting into perspective (r = -0.42) had diverse significant relationships with death anxiety. In contrast, catastrophizing (r = 0.19), rumination (r = 0.19), and self-blame (r = 0.16) had direct significant correlations. Besides, overall cognitive flexibility (r = 0.61), controllability (r = -0.21), alternatives (r = -0.44), behavioral justification (r = -0.23), overall distress tolerance (r = -0.21), tolerance (r = -0.18), appraisal (r = -0.15), and regulation (r = -0.17) had diverse significant correlations with death anxiety; however, absorption (r = 0.52) had a direct significant relationship with death (P ≤ 0.05). The results of the stepwise regression analysis indicated that the research variables were could explain 71% of the variance in death anxiety (R2 = 0.71), and overall cognitive flexibility had the strongest role in explaining death anxiety (beta = -0.67), which was significant at the 1% level (P ≤ 0.0001). Conclusions: Based on the findings, cognitive emotion regulation strategies, cognitive flexibility, and distress tolerance were associated with death anxiety, and cognitive flexibility had the strongest role in predicting death anxiety.

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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