Investigating the Cognitive Strategies of Emotion Regulation with Exam Anxiety in Students

The present study was conducted with the aim of investigating the relationship between cognitive strategies of emotion regulation and anxiety using the descriptive-correlation method. For this purpose, ۴۸ (۱۰ boys and ۳۸ girls) students of Zanjan University were selected by random sampling and they completed the Cognitive Regulation of Emotion Questionnaire (CERQ) and Friedman and Jacob test anxiety questionnaire. The data were analyzed using statistical methods of multiple variance analysis and correlation matrix the results indicated a negative relationship between anxiety and positive focus /planning and positive evaluation/broader perspective. Also, anxiety was positively correlated with all ineffective cognitive emotion regulation strategies except acceptance (blaming others, blaming oneself, rumination and catastrophizing). In order to increase the physical, mental and social health of students, it is very necessary to teach cognitive emotion regulation strategies focused on positive planning/focus and positive reappraisal.

کلیدواژه ها:

Cognitive Strategies ، Emotion Regulation ، Exam Anxiety ، Students