Investigation of the Relationship between Cognitive Emotion Regulation Strategies and Depression, Anxiety and Stress in Students

The present study investigated the relationship between cognitive emotion regulation strategies and depression, anxiety and stress in students through using descriptive correlational research method. To do so , throughrandom cluster sampling, ۲۳۵ students(۱۰۲ boys and ۱۳۳ girls) of Payame Noor University with the average age of ۲۳/۳۱ and a standard deviation of  ۲/۵۳ were selected and then completed cognitive emotion regulation questionnaire (CERQ) and depression, anxiety and stress scale (DASS-۲۱). Data was analyzed by using multivariate analysis of variance and correlation matrix. Results indicated a negative relationship between depression and positive refocusing, between planning and positive reappraisal. Moreover, there was a positive relationship between depression, anxiety, stress and all of the maladaptive cognitive emotion regulation strategies (other blame, self-blame, rumination, catastrophizing and acceptance). Among the components of cognitive emotion regulation strategies, there was no significant difference between male and female students, except rumination. There was also no difference between male and female students in depression, anxiety and stress. Considering the above mentioned results, it seems that cognitive emotion regulation training focused on positive refocusing, planning and positive reappraisal is very essential to enhance the physical, mental and social health of students

کلیدواژه ها:

cognitive emotion regulation ، depression ، anxiety ، stress ، Students ، تنظیم شناختی هیجان ، افسردگی ، اضطراب ، استرس ، دانشجویان