Showing 6 results for Cognitive Emotion Regulation
Jafar Hasani,
Volume 2, Issue 1 (6-2014)
Abstract
The goal of the current study was to assess the role of the cognitive emotion regulation strategie in student’s test anxiety. Using randomized multistage cluster sampling method 330 (165 girls, 135 boys) were selected and assessed by Persian version of cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Spielberger's test Anxiety Scale (1980). The results of stepwise multivariate regression analysis indicated that among adaptive cognitive emotion regulation strategies, positive reappraisal and putting into perspective pridected both wory and emotionality components of test anxiety, wheras total score of test anxiety was pridected by positive reappraisal and refocus on planning strategies. Among maladaptive strategies, self-blame and catastrophizing strategies pridected wory component and total score of test anxiety. Also, the emotionality component was pridected via self-blame, catastrophizing and rumination strategies. The results of this study indicate that dysfunctional cognitive coping is one of causes of test anxiety incidence and training effective cognitive emotion regulation strategies can be major steps in test anxiety based interventions.
Asgar Alizadeh, Leyla Hasanzadeh, Majid Mahmood Aliloo, Hamid Poursharifi,
Volume 2, Issue 3 (10-2014)
Abstract
The aim of the present study is the predict of worry based on behavioral activation and inhibition systems, cognitive emotion regulation strategies and intolerance of uncertainty in students. In terms of objective, this study is off is study is the fundamental type, and in terms of data collection, it is of the correlation type. For this purpose, 200 students were selected using convenience sampling (available sampling) from Masters students at the Islamic Azad University of Tabriz in 2014-2015 school year. The participants were asked to answer the measures of behavioral activation and inhibition systems (BAS/BIS), Cognitive Emotion Regulation Questionnaire (SERQ), intolerance of uncertainty Scale (IUS) and the Penn state worry Questionnaire (PSWQ). Data were analyzed by the analysis of variance and stepwise regression. Results showed that there was a significant positive correlation between the variables of behavioral inhibition system, negative cognitive emotion regulation strategies, and intolerance of uncertainty in one hand, and worry in another hand (p<0.01), and there was a negative significant relationship between the positive strategies of cognitive emotion regulation and worry (p<0.01). These variables were able to predict 1/54 of the total variance of concern (p<0.001). In addition, the relationship between the behavioral activator system variable and worry was not significant. Worry is related to a variety of negative consequences, including a high degree of emotional reactivity and inefficient regulation styles. Thus, the findings of this study have practical implications in the clinical arena.
D.r Kazem Barzegar Bafrooei, ,
Volume 3, Issue 3 (3-2016)
Abstract
Mathematics is one of the courses in which students are weak and it causes their academic failure. The aim of present study is to estimate the math anxiety based on cognitive emotion regulation and problem-solving ability in second year students of science. The research method was correlation. The participants of this study were female second year students of science in Yazd. So, 130 girls were selected based on cluster random sampling method and completed math anxiety MARS-R, cognitive emotion regulation CERQ and problem-solving ability PSI questionnaires. Descriptive statistical indices, Pearson correlation coefficient, and step by step multivariate regression were used by the software SPSS V. 20 to analyze the data. The results indicated that although there is an inverse relation between math anxiety scores of students and two dimensions of problem-solving ability such as control characters (r = - 0/249) and confidence in problem-solving (r = - 0/348), the relation between math anxiety scores and negative cognitive emotion regulation is direct and significant (r = 0/327). The findings from regression showed that problem-solving ability and negative dimension of cognitive emotion regulation explained totally 18 percent of variance in math anxiety in level p<0/01, serialization negative direction and positive direction could predict the math anxiety. According to these findings, it's suggested to authorities and math teachers to attempt for increasing math performance of students through decreasing their negative cognitive emotion regulation and increasing their confidence in problem-solving.
Mis Saeideh Ghribnavaz, Dr Robabeh Nouri, Dr Maryam Moghadasin,
Volume 5, Issue 4 (1-2018)
Abstract
Abstract
The main purpose of this study was to investigate causal relationship between cognitive emotion regulation, metacognition and test anxiety were evaluated in students according to the self-regulatory executive function model of wells and Matthews (1999). Data was analyzed through correlation, structural equation modeling. In this study 1000 students at second and third grade of public, governmental and gifted school were participated from October to November 2015 by cluster random sampling method. The participants completed cognitive emotion regulation inventory (Garnefski et al, 2001), test anxiety inventory (Abolghasemi: et al, 1995) and metacognition questionnaire (Cartwright-Hatton and Wells, 2004). Result of this study showed positive and negative cognitive emotion regulation had a mediating role in the relationship between Meta cognition and test anxiety in student. Metacognition had a direct and indirect effect on test anxiety by mediating role of positive and negative cognitive emotion regulation but negative cognitive emotion regulation had a more effect than positive cognitive emotion regulation in mediating role between meta cognition and test anxiety. To the result, focusing on the cognitive emotion regulation strategies can play on important role in student test anxiety. More interventions based on metacognition and negative cognitive emotion regulation in treatment for pathological test anxiety are suggested.
Shahrzad Moradkhani, Kamran Yazdanbakhsh,
Volume 9, Issue 1 (3-2021)
Abstract
| Given the increase in criminal behaviors and the damage they cause in society; it is important to study the psychological factors that make people prone to crime or prevent it from committing. Accordingly, the present study aimed to investigate the mediating role of cognitive executive functions in the relationship between behavioral brain systems with cognitive emotion regulation in prisoner men. The research was descriptive-correlational. The study population included all men who were serving their sentences in Kermanshah Central Prison in 1398, from which 300 people were selected by convenience sampling method. The participants completed the Gray-Wilson Personality Questionnaire (GWPQ-28), Cognitive Emotion Regulation Questionnaire (CERQ), and Cognitive Ability Questionnaire (Nejati, 2013). Data were analyzed using Pearson correlation and structural equations using SPSS22 and AMOS24. Findings showed that path analysis models of the relationship between behavioral brain systems and cognitive emotion regulation with executive functions' mediating role have a good fit. The results emphasize the importance of behavioral brain systems and executive functions in cognitive emotion regulation. As a result, paying attention to executive functions in controlling and cognitively regulating emotions and promoting them can be effective in reducing criminal behaviors. |
Dr Jalil Fathabadi, Dr Vahid Nejati, Dr Neda Nazarboland, Dr Vahid Sadeghi Firooz Abadi, Mr Salar Nazarzadeh Gigloo,
Volume 11, Issue 1 (5-2023)
Abstract
Abstract
The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive regulation of emotion and emotion understanding in children with specific learning disorders. This research was conducted in a semi-experimental way (pre-test - post-test with a control and follow-up group). The statistical population of this study consisted of all the students with specific learning disorders (10-12 years old), who had been referred to the learning disorders center in Ardabil between the first of October and the middle of November 2017 (123 people). 30 of them were selected through purposive sampling (selection of volunteer students to participate in the research) (16 boys and 14 girls) and the emotional regulation questionnaires of Garnefsky et al. in identifying emotions and difficulty in describing emotions) were completed in three stages. The students of the experimental group completed the tasks of the cognitive rehabilitation package in 12 sessions of 45 minutes in a period of four weeks. The results of the covariance analysis of the data showed that the cognitive rehabilitation package based on a computer has an effect on improving rumination, positive refocusing, refocusing on planning, positive reappraisal, and acceptance of cognitive regulation of emotions in children with specific learning disorders, as well as understanding their emotions. The significance and comparison of the post-test results with the one-month follow-up test indicate the stability of this effect. Therefore, since these students are facing problems in cognitive regulation and emotional understanding, such interventions can solve their problems in this field.
