Developing a Model of Social Anxiety in Students Based on Maladaptive Cognitive Emotion Regulation Strategies with the Mediating Role of Negative Self-Talk

The present study aimed to develop a model of social anxiety in students based on maladaptive cognitive emotion regulation strategies, examining the mediating role of negative self-talk. This descriptive-correlational study (using structural equation modeling) employed an applied research approach. The statistical population consisted of high school students (second period) in Ardabil during the ۲۰۲۳–۲۰۲۴ academic year. Using a cluster random sampling method, ۲۵۱ students (۱۱۹ boys and ۱۳۲ girls) were selected. The data were collected through the Social Phobia Inventory (SPIN), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Calvete Self-Talk Inventory (STI). Data analysis was conducted using SPSS-۲۷ and AMOS-۲۴ software. Maladaptive cognitive emotion regulation strategies were found to be positively and significantly related to social anxiety, both directly and indirectly through negative self-talk. Negative self-talk played a significant mediating role in this relationship. The findings highlight the importance of psychological interventions aimed at reducing maladaptive emotion regulation strategies and negative self-talk. Educational programs based on emotion regulation and cognitive restructuring may effectively reduce students’ social anxiety.

کلیدواژه ها:

social anxiety ، Maladaptive Cognitive Emotion Regulation Strategies ، Negative Self-Talk ، students ، equation modeling