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Shahdadnezhad, Faezeh, Farahmand Amin, Sadeg. (1403). Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills. سامانه مدیریت نشریات علمی, 1(2), -. doi: 10.22098/j9032.2024.15062.1014
Faezeh Shahdadnezhad; Sadeg Farahmand Amin. "Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills". سامانه مدیریت نشریات علمی, 1, 2, 1403, -. doi: 10.22098/j9032.2024.15062.1014
Shahdadnezhad, Faezeh, Farahmand Amin, Sadeg. (1403). 'Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills', سامانه مدیریت نشریات علمی, 1(2), pp. -. doi: 10.22098/j9032.2024.15062.1014
Shahdadnezhad, Faezeh, Farahmand Amin, Sadeg. Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills. سامانه مدیریت نشریات علمی, 1403; 1(2): -. doi: 10.22098/j9032.2024.15062.1014

Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills

A Review of Theorizing of Behavioral Sciences
دوره 1، شماره 2، تیر 2024
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22098/j9032.2024.15062.1014
نویسندگان
Faezeh Shahdadnezhad* 1؛ Sadeg Farahmand Amin2
1Master’s in General Psychology, Faculty of Humanities, Islamic Azad University, Ardabil Branch, Ardabil, Iran
2Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
چکیده
The present study aimed to predict cognitive emotion regulation based on problem-solving skills and metacognitive beliefs among students. This research was descriptive-correlational with a predictive approach. The statistical sample was selected through cluster random sampling, and according to the Krejcie-Morgan table, 310 female high school students from Ardabil city participated in the study. To collect data, three questionnaires were used: the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001), the Metacognition Questionnaire by O’Neill and Abedi (1996), and the Problem-Solving Skills Questionnaire by Cassidy and Long (1996). Pearson correlation tests and multiple linear regression analyses were employed to analyze the data. The correlation analysis results revealed a significant positive correlation between metacognitive beliefs and cognitive emotion regulation (r=0.64, p<0.01). Similarly, a significant positive correlation was found between problem-solving skills and cognitive emotion regulation (r=0.56, p<0.01). Furthermore, the regression analysis indicated that cognitive emotion regulation could be predicted based on problem-solving skills and metacognitive skills (F=37.119, p<0.001). These findings suggest that by institutionalizing meaningful teaching-learning processes and creating stress-free environments, it is possible to enhance students’ cognitive emotion regulation.
کلیدواژه‌ها
Cognitive Emotion Regulation؛ Problem-Solving Skills؛ Metacognitive Beliefs
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تعداد مشاهده مقاله: 59


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