Document Type : Research Paper
Authors
1
M.A, General Psychology, Department of Psychology, Rasht Branch, Islamic Azad University, Rasht,Iran.
2
Assistant Professor, Department of Teachers Training, Lahijan Branch, Islamic Azad University, Lahijan,Iran. (Corresponding author)
10.22038/mjms.2024.25733
Abstract
Introduction: False emotional feelings are common in adolescence. As a result, emotion regulation plays a key role in their mental health and academic success. The aim of the present study was to predict cognitive emotion regulation based on mindfulness, problem-solving skills, and metacognitive beliefs.
Method: The method of the present study is a descriptive correlational study, and the statistical population of the study included all female high school students in Rasht in the academic year 1402-1403, a total of 1660 people. From this population, based on the Morgan table, a sample of 373 people was selected using the non-probability sampling method. Based on the objectives, for cognitive emotion regulation, Garnevsky's Cognitive Emotion Regulation Questionnaire (2001), for mindfulness, Ryan and Brown's Mindfulness Questionnaire (2003), for problem-solving skills, Cassidy and Long's Problem-Solving Skills Questionnaire (1996), and for metacognitive beliefs, O'Neill and Abedi's Questionnaire (1996) were used to collect data. The data were analyzed using Pearson's correlation coefficient and stepwise regression tests.
Results: The results showed that there is a relationship between the components of mindfulness, problem-solving skills, and metacognitive beliefs with cognitive emotion regulation. Also, the role of mindfulness, problem-solving skills, and metacognitive beliefs in predicting cognitive emotion regulation was confirmed. Also, the results of regression analysis showed that the variables of mindfulness, problem-solving skills, and metacognitive beliefs predict 83% of the changes in cognitive emotion regulation of junior high school students.
Conclusion: According to these findings, it can be concluded that mindfulness, problem-solving skills, and metacognitive beliefs are used in adolescents' cognitive-emotional regulation.
Keywords
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