Comparison of psychological needs, mind theory and emotional regulation abilities between female students with parent’s divorce experience and normal female students

The aim of the current research was to compare the psychological needs, mind theory, and emotion regulation abilities of female students with parental divorce experience and normal female students. The research method was causal-comparative. The statistical population of this research included female students of different faculties of the University of Tabriz in 1401, among whom 120 people were selected as a convenient sample. The sample was selected in such a way that 60 female students who experienced parental divorce were selected. Then, 60 female students who did not have the experience of parental divorce were selected according to their age, education, and marital status in an accessible manner. To collect the data, basic psychological needs questionnaire (BNSG-S) Deci & Ryan  (2000), emotional regulation questionnaire (CERQ) Garnefski & Kraaij (2006)  and mind reading questionnaire (RMET) Baron & Cohen (2001)   were used. Multivariate analysis of variance and independent t-test showed that the dimension of independence, competence, and connection of psychological needs, mind theory, and adaptive emotion regulation strategies among female students with parental divorce experience is significantly lower than normal students. but The amount of non-compromised emotion regulation strategies among female students with parental divorce experience is significantly higher than among normal students (p≤0/05). According to the findings, it is concluded that there is a difference between female students with and without parental divorce experience in terms of these three variables.