Study the Role of Cognitive Emotion Regulation Strategies with Psychological Hardiness and Happiness of Students

Document Type : Original Article

Authors

1 M.A. in Psychology and Education of Exceptional Children, University of Shiraz , Shiraz, Iran

2 M.A. in Faculty of Educational Sciences and psychology, University of Sistan and Baluchestan, Sistan and Baluchestan, Iran

Abstract

Objective: This study aimed to investigate role of cognitive emotion regulation strategies with psychological hardiness and happiness of students.
Methods:  The method of the present study is one of the descriptivel and correlational studies. The statistical population consisted of all girs' secondary high school students of Esfahan city in the academic year of 2022-2023(38697 student). The sample included 381 students They were selected to participate in this research by multi-stage cluster sampling method using Cochran Formula. The data collection tool was the emotion regulation questionnaire (Gross, John, 2002), hardiness questionnaire (Kobasa, 1979) and Oxford happiness questionnaire (Argyle & Lu, 1989) were used. Data analysis was performed analysis of Pearson correlation coefficient and stepwise regression  in software SPSS-23.
Results: The results showed that there is a positive and significant correlation between the cognitive regulation of emotion (reevaluation, suppression) with the components of psychological toughness and the components of happiness in students' life. In addition, the results of stepwise regression showed that the components of cognitive regulation of emotion, with (β = 0.614, p < 0.01) 39% of psychological toughness and (β = 0.424, p < 0.01) 30% positively predicts biological happiness.
Conclusion: In sum, the results of this study confirm it can be concluded that when the cognitive emotion regulation strategies can be suitable solutions to increase psychological hardiness and happiness in students.

Keywords

References

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