The Correlation of Cognitive Emotion Regulation and Metacognitive Awareness with Help Seeking Behavior in Students

Students, as an essential element of the country›s education system, face challenges. To understand these challenges, it is important to pay attention to the psychological and social dimensions of students.  The aim of this study was to determine the correlation between cognitive emotion regulation and metacognitive awareness with help seeking behavior in students.

The present study was descriptive-correlational. The statistical population of this study was all students of Islamic Azad University, Tehran Central Branch in the 2019-2020 academic year. 330 students were selected by cluster random sampling. In this study, demographic questionnaire, «Cognitive Emotion Regulation Questionnaire», «Metacognitive Awareness Questionnaire» and «Help Seeking Behavior Questionnaire» were used. In the present study, the validity of previous studies was sufficient and reliability was measured by internal consistency method by calculating Cronbach›s alpha coefficient. Students answered the questionnaires for one hour in the presence of the researcher. Data were analyzed using SPSS. 24.

There is a significant negative correlation between self-blame component and acceptance of help (P <0.05). And there is a positive and significant correlation between acceptance of help-seeking (P <0.05) between the components of accepting conditions, positive refocusing, planning refocusing and positive re-evaluation (P<0.05). Also, metacognitive awareness has a positive and significant correlation with acceptance of help, and a negative and significant correlation with avoidance of help (P <0.05).

Cognitive emotion regulation and metacognitive awareness have correlation with help seeking behavior. help seeking behavior is also predicted based on cognitive emotion regulation and metacognitive awareness. Therefore, it is suggested that more attention be paid to creating a supportive environment to strengthen students› help seeking behavior and teaching cognitive emotion regulation and metacognitive awareness.