جستجوی مقالات مرتبط با کلیدواژه « cognitive emotion regulation » در نشریات گروه « پزشکی »

 Infertility is one of the major reproductive problems and is defined as the inability to conceive after one year of sexual intercourse without using any method of pregnancy prevention. The current study aimed to investigate the effectiveness of designing a cognitive-behavioral coping training package for infertile women, specifically focusing on the impact of infertility stress on distress tolerance and cognitive regulation of emotion.

This was a quasi-experimental design that involved a pre-test, a post-test, and a two-month follow-up. The participants were infertile women who were referred to infertility centers and the offices of gynecologists for infertility treatment in Kermanshah city in 2021. Sixty people were selected as a sample using the purposeful sampling method based on informed consent and randomly divided into three groups (two experimental groups and one control group), and each experimental group trained in 12 sessions using a cognitive-behavioral coping training package with Ghobadi infertility stress. Data collection forms included Perceived Infertility Stress (PIS), Distress Tolerance Scale (DTS), and Cognitive Emotion Regulation (CER). The statistical tests consisted of chi-square and repeated measure ANOVA, which were analyzed by SPSS V.24, and the level of significance was considered less than 0.05.

There is a difference between the three stages of pre-test, post-test, and follow-up in the Distress Tolerance scale (P<0.001) and Cognitive Emotion Regulation’s scores (P<0.001). Also, these differences were significant between groups during the follow-up stage (P<0.001).

The cognitive-behavioral coping training package with infertility stress can be effective in decreasing the distress tolerance and cognitive emotion regulation of infertile women's emotions.

Childhood can be considered the most crucial period of every person's life. This period is spent with the family. A warm and authoritative family can have positive effects on children's mental health. However, the presence of conflict, family violence, poverty, and addiction in the family leads to a decrease in mental health and an increase in behavioral disorders in children. The results of previous studies indicate that children with behavioral disorders have many personal and social problems, two of which are cognitive emotion regulation and social skills. Thus, it is very important to use appropriate methods to improve these variables. One of these effective methods is creative drama. Therefore, this research aimed to determine the effectiveness of creative drama on the cognitive emotion regulation and social skills of girls with behavioral disorders aged 10 to 12 years.

This quasi–experimental research employed a pretest–posttest design with a control group. The statistical population of the present study comprised all girls with behavioral disorders aged 10 to 12 living in Tehran City, Iran, in 2023. Among the statistical population, 20 qualified volunteers were recruited and randomly assigned to the experimental and control groups (each group includes 10 girls). The inclusion criteria were as follows: obtaining the entry score of behavioral disorders based on Child Behavior Profile–II (Achenbach & Edelbrock, 1979), being in the age range of 10 to 12 years, being interested in participating in the research, and lacking serious speech, physical and movement problems affecting the process of the sessions. The exclusion criteria were absenteeism of more than three sessions, non–observance of group therapy rules, and incomplete tests in the research. This research observed ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality. Also, when participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and that it would be fully respected. After the end of the research, some creative drama training conducted in the experimental group was also implemented for the control group to maintain ethical standards. Both groups completed the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001) and the Social Skills Rating System–Teacher Form (Gresham & Elliot, 1990) in the pretest and posttest. The creative drama program was implemented in the experimental group as a 12 session's 60–minute and twice a week, but the control group did not receive any treatment plan. Data analysis was carried out in two parts: descriptive and inferential statistics. At the level of descriptive statistics, frequency, mean, standard deviation, and the level of inferential statistics, analysis of covariance was used. Data analysis was done in SPSS software version 26, and the significance level of the tests was considered to be 0.05.

The results showed a significant difference in all three variables of adaptive strategies, maladaptive strategies, and social skills between the experimental and control groups in the posttest after removing the effect of the pretest (p<0.001). Also, creative drama increased adaptive strategies by 26% and social skills by 87% and decreased maladaptive strategy by 65%.

Based on the research findings, creative drama training for students with behavioral disorders is suitable for improving their cognitive emotion regulation and social skills.

Obesity, as a chronic and prevalent disorder, is directly and indirectly associated with many diseases. It is one of the most important fields of study in health psychology. In recent years, people with obesity have shown signs of maladaptive cognitive emotion regulation strategies and inefficient interpersonal behavior. Cognitive emotion regulation strategies are processes that people use to manage stress. So, thoughts and cognitions are essential in managing, regulating, and controlling emotions after experiencing a stressful event. Cognitive emotion regulation strategies are among the important aspects of obesity pathology. Therefore, it is considered one of the important diagnostic and therapeutic criteria in psychological interventions for obesity. Interpersonal psychotherapy indicates cognitive, emotional, and affective distress as a result of negative social evaluation, which makes a person suffer from eating disorder symptoms. As a result, it is recommended that thoughts and emotions and inefficiency in social situations be identified, as well as to increase self–esteem and reduce emotional responses that cause eating behavior. This study assessed the efficacy of interpersonal psychotherapy on weight loss and cognitive emotion regulation strategies in obese people.

The present study was quasi–experimental with a pretest–posttest design and a control group. The statistical population of this research comprised obese people who were referred to nutrition clinics located in a specific area of Tehran City, Iran, from November 2017 to February 2018. This research selected 28 eligible volunteers with a body mass index above 29.9 kg/m2 by purposeful sampling and considering the inclusion and exclusion criteria. They were assigned to the experimental group (interpersonal psychotherapy, n=13) and control group (n=15). The inclusion criteria in this research were as follows: living in Tehran and being able to participate in group therapy sessions, being willing to cooperate, being between 20 and 50 years old, not suffering from a chronic physical disease, lacking any psychological disorders, and being obese (BMI>29.9 kg/m2). The exclusion criteria were as follows: unwillingness to continue attending intervention sessions and failure to attend group therapy for more than two sessions. Then, after explaining the goals and conditions of the study to the participants, they were assured that while their information remains confidential, they can withdraw from the plan at any stage of the study if they wish. Informed consent was obtained from all participants. Then, they completed the demographic and emotional cognitive regulation questionnaires (Garnefski & Kraaij, 2007) at the study's beginning and end. Furthermore, the participant's body mass index was measured at the first meeting and at the treatment's end. The intervention group participated in the interpersonal group therapy for ten sessions. Statistical methods included the Chi–square test and analysis of covariance.

The findings showed that interpersonal psychotherapy could reduce body mass index (p<0.001), reduce negative emotional cognitive regulation strategies (p<0.001), and increase positive emotional cognitive regulation strategies (p<0.001).

Interpersonal psychotherapy is an effective way to lose weight and improve cognitive emotion regulation strategies. Therefore, this treatment method is recommended to promote the physical and mental health of obese individuals.

Attention–deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inappropriate levels of impulsive behavior, hyperactivity, and inattention. Cognitive regulation of emotion refers to regulation strategies and using cognitive strategies to manage emotional experiences, the ability to re–evaluate, and cognitive effort. Disturbance in emotion regulation continues for many people with ADHD until adulthood and can lead to the development of other psychiatric disorders. The treatments that have been used to manage emotion regulation problems in adolescents with ADHD have not been able to solve the problem of these people. The noninvasive technique of direct transcranial electrical stimulation (tDCS) of the brain has been studied very little for problems with cognitive regulation of emotion, and there are also few studies in adolescents with ADHD. Therefore, the effectiveness of direct electrical stimulation of the anode in the dorsolateral prefrontal cortex on the cognitive emotion regulation of adolescents with ADHD was investigated in this study.

This study was quasi–experimental with a pretest–posttest design with a control group. Among adolescents aged 14 to 18 years with symptoms of ADHD referred to psychiatric clinics in Kerman City, Iran, 30 eligible volunteers were included in the study in a simple random manner. Then, 15 were randomly assigned to the intervention group and 15 in the control group. The inclusion criteria for subjects to enter the research were as follows: having ADHD confirmed by a psychiatrist, having an age range of 14 to 18 years, and not using other treatment methods, such as behavioral therapy and drug therapy. The exclusion criteria were absence for more than one session from transcranial electrical stimulation of the brain and not completing the questionnaire during the study. The cognitive regulation of emotion was compared using the Cognitive Emotion Regulation Questionnaire (CERQ) (Garnefski & Kraaij, 2007) before and after treating anodic electrical stimulation. Data analysis was done using covariance analysis. The significance level of the tests was set at 0.05.

The results showed that the scores of the Cognitive Emotion Regulation Questionnaire scores in adolescents with ADHD in the intervention group and after receiving treatment increased significantly compared to the control group (p<0.001). The results related to the effect size determined that 58% of the difference between the intervention group and the control group in the variable of cognitive emotion regulation was caused by the implementation of brain anodal electrical stimulation.

According to the findings, 10 sessions of 20 minutes of 2–mA tDCS on the left dorsolateral prefrontal cortex significantly affected cognitive emotion regulation in patients with ADHD and can lead to improved cognitive emotion regulation in these patients.

How to use different emotion regulation strategies can be effective in the occurrence of emotional distresses and anxiety caused by spread of various viral diseases such as COVID-19, therefore present study was conducted with aim of investigating the mediating role of emotional distress (stress, anxiety and depression) in relationship between adaptive and maladaptive strategies of cognitive emotion regulation with corona anxiety.

This research was a descriptive study using the correlation method. The statistical population of this research was all university students and graduates of Science, Research and Technology Ministry living in Tehran. From this statistical population, 442 samples were selected during peak of Omicron strain of coronavirus From beginning of July 2022 to end of April 2023 using convenience sampling method. The tools used in this research were Garnevsky's Cognitive Emotion Regulation Questionnaire (2002), DASS-21 Anxiety, Stress, Depression Questionnaire (1995), Alipour et al.'s Corona Disease Anxiety Questionnaire (2020). This research was conducted in form of statistical analysis of Structural Equations Model  using SPSS version 25 and AMOS version 24 softwares.

The present study results showed direct effect of adaptive cognitive emotion regulation strategies on emotional distress (β=-0.333, P<0.001), maladaptive cognitive emotion regulation strategies on emotional distress (β=0.501, P<0.001), emotional distress on corona anxiety (β=0.407, P<0.001) is significant at α=0.05 level. Also, significance of indirect effect of adaptive cognitive emotion regulation strategies on corona anxiety (β=-0.136, P=0.009), maladaptive cognitive emotion regulation strategies on corona anxiety (β=0.204, P=0.016) with mediation of emotional distress was confirmed at α=0.05 level.

According to the results of present research, emotion regulation strategies can be used in psychotherapy guidelines with aim of reducing people's emotional distress and finally, preventing and dealing with anxiety caused by coronavirus and even other infectious diseases that may spread in future and cause anxiety like COVID-19.

With the expansion of the use of internet technology, teenagers, as a group of society that use cyber space more, are exposed to its abuse. The aim of the present study was to determine the structural equation model of cyberbullying based on the brain/behavioral system with the mediating role of cognitive emotion regulation in students.

In the current descriptive study, the statistical population was all students of secondary school (second period) in Gotvand City in 2022-2023. Three-hundred and eighty people were selected by multi-stage cluster random sampling method and responded to the Behavioral Inhibition/Activation, Cyberbullying-Victim Experience, and Emotional Eegulation Scales. Data analysis was performed by structural equations modeling method.

Direct effects of behavioral inhibition system on cyberbullying (β=-0.460, p=0.001), behavioral activation on cyberbullying (β=0.299, p=0.001), and cognitive regulation of excitement on cyberbullying (β=-0.376, p=0.001), and also inhibition of behavior on cognitive regulation of emotion (β=0.235, p=0.001), activation of behavior on cognitive regulation of emotion (β=-0.239, p=0.001) were significant. Moreover, the indirect effects of inhibiting behavior on cyberbullying through cognitive regulation of emotion (β=-0.122, p=0.001) and activating behavior on cyberbullying through cognitive regulation of emotion (β=-0.200, p=0.001) were significant.

The results of the present study showed that the behavior inhibition/behavior activation system is effective directly and through the cognitive regulation of emotion on cyberbullying, and the cognitive regulation of emotion also has a direct effect on cyberbullying. The results of the present research will help education experts and psychotherapists in identifying variables related to behavioral and emotional control conditions in order to increase the mental health and quality of life of adolescents with the optimal use of cyber technology.

Psychosomatic disorders are debilitating and widespread disorders. These disorders, like chronic fatigue syndrome, are debilitating and cause physical and mental breakdown. Among these, nurses in the healthcare field are among the people who are more at risk of chronic fatigue syndrome than others. This syndrome has symptoms similar to depression, it does not recover easily and it overshadows the quality of a person's life.

The current research method was descriptive and correlational and retrospective. The statistical method was structural equation method. Sampling was non-random and available, and finally, among 1000 nurses, 291 nurses were eligible based on the entry criteria and were selected. In this research, tools such as the Pittsburgh Sleep Quality Questionnaire (1989), Maslesh and Jackson's (1981) emotional exhaustion, Salkoskis and Varik's (2001) health anxiety, Granfsky et al.'s cognitive regulation of emotion (2001) and Smets' multidimensional measurement of fatigue ( 1996) was used. All the tools mentioned had validity and validity confirmed in domestic and foreign researches.

The research Results showed that sleep quality, health anxiety, and cognitive regulation of emotions cannot predict emotional exhaustion directly and only if cognitive fatigue plays a mediating role. to have Finally, the indirect paths of the model were significant, and this showed that cognitive fatigue is a mediator (P<0.05).

According to the Results of the research, to reduce emotional exhaustion in the nursing profession, attention should be paid to cognitive fatigue. Cognitive fatigue is a state of helplessness that makes a person unable to make decisions in important and different life situations. Improvement of cognitive fatigue can ultimately reduce the symptoms of emotional exhaustion and increase sleep quality, reduce health anxiety and use positive emotion cognitive regulation strategies in nurses.

Chronic fatigue syndrome is a type of psycho-physical disorder that does not improve with rest, and in which a person feels so weak that he is unable to perform his daily activities. The purpose of this study was to investigate the mediating role of cognitive styles in the relationship between sleep quality, health anxiety, cognitive regulation of emotion and emotional exhaustion in nurses with chronic fatigue syndrome.

This research was carried out in the spring of 1402 in Imam Reza, Qaim, Razavi, Farabi, Khatam al-Anbia and Hefdeh Shahrivar hospitals in Mashhad. The descriptive research method was correlational and retrospective, and the statistical method was structural equations and non-random sampling, and in the end, 291 nurses were selected from among 1000 nurses. Questionnaires include the Pittsburgh Sleep Quality Scale (PSQI), Meslech and Jackson Emotional Exhaustion (EEQ), Salkoskis and Varick Health Anxiety (HAI), Garnevsky, Kraij and Spanhon Cognitive Regulation of Emotion (CERQ), Smets Multidimensional Fatigue Scale (MFI), syndrome Jason's chronic fatigue (CFSQ) and Kolb's cognitive styles (CSQ).

The results of the research showed that the indirect paths of the model were significant and sleep quality, health anxiety and cognitive regulation of emotion predict emotional exhaustion only if cognitive styles are mediators. Sleep quality, health anxiety, cognitive regulation of emotion and cognitive styles explained a total of 57% of the variance of emotional exhaustion. Cognitive emotion regulation, sleep quality and health anxiety explained 56% of cognitive styles.

Based on the results of the research, attention should be paid to cognitive styles to reduce emotional exhaustion. Paying attention to the type of cognitive styles can probably reduce the symptoms of emotional exhaustion and increase sleep quality, reduce health anxiety and use positive emotion cognitive regulation strategies in nurses.

 Resilience and interpersonal sensitivity are factors affecting mental health and psychological well-being.  Regarding the importance of this issue, this study was conducted to determining the relationship between differentiation, resilience and interpersonal sensitivity based on the mediating role of cognitive emotion regulation in university students.

 The method of research is a correlation and path analysis. The 376 students of Islamic Azad University, Rasht branch participated in this study in 2023 with available sampling method. Data were collected using emotion regulation questionnaires, Connor and Davidson resilience scale, short form of self-differentiation questionnaire, and interpersonal sensitivity scale. Data were analyzed using Pearson correlation method and path analysis test and SPSS Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA) and IBM SPSS AMOS-24 software.

 The mean (SD) age of woman was 23.8 (3.1) and man was 23.4 (3.4). With increasing differentiation, resilience increased too (r=0.358, P=0.001) and interpersonal sensitivity decreased (r=0.619, P=0.001). Also, with the increase in the differentiation of compromised strategies of cognitive regulation was increased (r=0.308, P=0.001) and non-compromised strategies of cognitive regulation decreased
(r=-0.411, P=0.001,). Differentiation with the mediation of cognitive emotion regulation guides predicted a total of 45% of the variance of interpersonal sensitivity and 27% of the variance of resilience.

 The study showed that high differentiation by reducing non-compromised strategies and by increasing compromised strategies of cognitive emotion regulation decreased interpersonal sensitivity and increased resilience.

 Psychological damage caused by disability is associated with personal, social, and occupational challenges of disabled people, and these people face various negative consequences. The present study aims to assess the effectiveness of the acceptance and commitment therapy (ACT) on the cognitive emotion regulation of people with physical and motor disabilities.

 This is a quasi-experimental study with pretest/posttest design. Participants were 30 people with physical and motor disabilities (15 in the intervention group and 15 in the control group) who were selected using a purposive sampling method and random allocation. The intervention group received ACT. The data collection tool was Garnevsky's cognitive emotion regulation questionnaire (CERQ). The collected data were analyzed in SPSS software.

 The results of the analysis of covariance showed that the mean post-test CERQ scores of the intervention group were significantly lower compared to the control group, indicating the effectiveness of the ACT in improving the cognitive emotion regulation.

 The ACT is effective in improving the cognitive emotion regulation of people with physical and motor disabilities. Further studies are recommended in other age, gender, and disease groups.

This study aims to assess the effect of dialectical behavior therapy (DBT) on cognitive emotion regulation, cognitive flexibility and worry in women with depression. 

This is a randomized controlled clinical trial with a pre-test/post-test design. The study population consists of all women with depression referred to psychology clinics in Jahrom, Iran, in 2022. From three clinics of Hami, Rahgosha, and Fardaye Behtar, 30 women with a Beck depression inventory (BDI) score of 20-28 (moderate depression) were selected using a purposeful sampling method, and were randomly divided into intervention (n=15) and control (n=15) groups. Garnefski et al.'s cognitive emotion regulation questionnaire, Dennis and Vander Wal's cognitive flexibility questionnaire, Meir et al.'s Penn State worry questionnaire, and BDI were used to collect data. Data analysis was done using the analysis of covariance. 

The DBT had a significant effect on the study variables. It has caused an increase in adaptive CER strategies and cognitive flexibility and a decrease in maladaptive CER strategies and worry. 

The DBT can be used to reduce worry and improve cognitive flexibility and adaptive CER strategies in depressed women.

Academic vitality is one of the important indicators in successful learning, which shows academic abilities and progress. This study endeavored to design a structural model to explain the mediating role of social information processing in the relationship between cognitive regulation of emotion and academic vitality in medical students of Kerman.

The research design was correlational. The population was formed by all medical students of Kerman in the academic year 2022. 230 students were selected through multi-stage random sampling method. To gather data, questionnaires of cognitive strategies of emotion regulation (CREQ), academic vitality (AVQ) and social information processing (IPRQ) were used. Descriptive statistics and Structural Equation Modeling and Amos were used for data analysis.

The results of the research indicated that the cognitive strategies of emotion regulation directly and indirectly with the mediation of social information processing have a significant relationship with academic vitality. Besides, 0.61 of the effect of emotion regulation cognitive strategies on academic vitality is indirectly explained by the mediating variable of information processing (p<0.01).

Overall, according to the results obtained from this research, by improving the processing of social information and improving the cognitive strategies of students' emotion regulation, such as social awareness, rumination and acceptance, it is possible to set the scene for increasing their academic vitality

 Having problems in regulating the emotions is considered as the main core of depression disorder and rumination is one of the cognitive components in individuals with depression disorder. The objective of this study was to consider the effect of mindfulness training on rumination and cognitive regulation of emotion in students with depressive symptoms.

 This study was a semi-experimental method with a pre-test-post-test design with a control group. The statistical population included all 350 students of the Faculty of Nursing of Tabriz University of Medical Sciences in 2023-2022, among whom the Beck Depression Questionnaire was administered. Among them, 30 students with symptoms of depression (15 as experimental and 15 as control) were selected by purposive sampling method. The emotion regulation scale and rumination questionnaire were used to collect data.

 The findings showed a significant difference between the experimental and control groups in terms of rumination and cognitive regulation of emotion (P<0.001). The mean of rumination in the experimental group was significantly reduced compared to the pre-test and the control group, and the mean of the cognitive regulation of emotion was significantly increased.

 The results of the research showed that mindfulness training has an effect on rumination and cognitive regulation of emotion in students with depressive symptoms.

Adolescence is a dangerous period for social, emotional, and psychological problems such as internal and external concerns and psychopathology. Mental health problems in adolescence predict not only the subsequent consequences of mental health but also educational progress, employment, and physical health in adulthood. Emotion regulation is known as motivational regulation in the field of emotions. Motivation adjustment is a process in which actions change current states to desired states. Based on this, emotion regulation is a process in which action is directed to change present emotions towards desired emotions (i.e. emotional goals). Regulation of emotions is generally a cognitive control behavior that plays a protective role against mental illnesses. One type of emotion regulation strategy that is associated with positive mental health outcomes is reappraisal. Goal setting refers to choosing desired goals, while goal setting refers to directing behavior toward goals. In emotion regulation, goal setting corresponds to the selection of emotional goals, while striving for goals is related to the selection and implementation of behaviors that are directed to achieve emotional goals. Activating a target automatically activates the associated devices. Mindfulness is another mechanism for enhancing coping processes by enhancing positive reappraisal, reducing catastrophizing, and building self-transcendence. Mindfulness meditation may enhance meaning-based coping processes through the process of defocusing cognitive sets. When a person shifts to a metacognitive perspective, they can stand outside of their thought content, then gain the power to make new evaluations of stressful events. As such, disengagement may facilitate positive reappraisal, a coping strategy that is critical for adaptive functioning in the face of chronic stress. In general, people tend to stick to fixed self-concepts. This clinging to an unchanging sense of self inevitably leads to stress as life events change aspects of the self that were previously considered to be one's identity; Mindfulness may reduce stress by arousing the transcendent self. In doing so, when one experientially realizes that ultimately, "life and death" and "profit and loss" are part of an integrated whole, a web of interdependence and an integrated, dynamic system that they are the basis of life, it may free a person from suffering. Because there are few studies on the role of goal setting and cognitive distortions in predicting the prospects of students in Iran, so the question of this study is whether goal setting and cognitive distortions in predicting What is the future perspective of students?

The method of the present research is a quantitative and descriptive correlation, which was approved by the code of ethics IR.IAU.M.REC.1401.036 in the code of ethics commission of Islamic Azad University, Marvdasht branch. The statistical population of the research was all female students in the second year of high school in Shiraz city (10,865 students) in the academic year of 2019-2019 and the sampling method was a multi-stage random cluster. In this way, first, one school was selected from each education district, and in the next step, three classes were selected from each school using a random multi-stage cluster method. After choosing the classes, all the students in those classes were included in the research as a statistical sample. The research tools include four standard questionnaires of the future perspective; cognitive distortions; Academic targeting; and the cognitive regulation was excitement. The data were analyzed with SPSS software.

The results of this research showed that only two variables of uncertainty in goal orientation and cognitive distortions significantly affect prospects.

In general, it can be stated that investigating the relationship between important cognitive and psychological variables such as cognitive regulation of emotion; Cognitive distortions, and goal selection with a future perspective can help planners and policymakers in designing and implementing policies and strategies to improve human capital. According to the results reported in this research, considering the high contribution of cognitive distortions, time and a special program to guide students to identify their spontaneous thoughts and beliefs in the face of various incidents and conditions are suggested. , should be designed so that with practice and practice, a person can get rid of distorted thoughts and interpretations and master his feelings. At a higher level, students' families can be invited to participate in workshops to identify cognitive distortions and ways to overcome them and to isolate the training platform for generations. The influence of uncertainty in the direction of the goal on the future perspective shows that the behavior of students should be adjusted by passing consistent courses to determine and prioritize the goal and plan carefully to achieve these goals step by step, under the rule it was accurate. Since most of the families and students are not aware of the importance of this issue, it is necessary to include these courses in the form of a curriculum and be presented them as a separate lesson in a workshop. For this purpose, several schools in different regions and provinces can be tested in terms of different facilities and conditions, and its future results and consequences can be carefully examined, and by reflecting its results and experiences, in all schools to be implemented.

Social anxiety is seen as one of the most prominent psychological symptoms in students. The aim of this study was to determine the mediating role of cognitive emotion regulation in the relationship between social anxiety symptoms and experiential avoidance in college students.

In this descriptive research, 253 students of Mohaghegh Ardabili University were selected and studied in the academic year 2022-2023 by cluster random sampling method. To collect data, the Social Anxiety Questionnaire of Conor et al., the Acceptance and Action Questionnaire – version 2, and the short form of the Cognitive Emotion Regulation Questionnaire were used. The obtained data were analyzed using the statistical methods of structural equations modeling and Pearson’s correlation.

According to the findings, experiential avoidance (β=0.31, p<0.001), cognitive regulation of positive emotion (β=0.29, p<0.001), and cognitive regulation of negative emotion (β=0.37, p<0.001) had a direct effect on social anxiety. Also, experiential avoidance through cognitive regulation of negative emotion (β=0.130, p<0.001) and cognitive regulation of positive emotion (β=0.122, p<0.001) had an indirect effect on social anxiety

The results showed that experiential avoidance plays a role in creating and maintaining social anxiety directly and indirectly through the mediation of cognitive emotion regulation. Interventions to reduce experiential avoidance and emotional management in students are recommended.

Anxiety is one of the most common psychological disorders that may have various complications. One of the effective cognitive-behavioral therapies for anxiety in children is the Kendall's therapy program. The aim of the present study was to investigate Kendall's therapy program on anxiety and cognitive emotion regulation in second period elementary school students.

This was a quasi-experimental study with a pretest-posttest and a 3-month follow-up period. The statistical population was all male students of the second period of elementary school in Mobarakeh City, who were studying in the academic year of 2022-2023. 26 male students with a high score on Spence Children's Anxiety Scale were selected by multi-stage random sampling method and randomly assigned to experimental and control groups. Then, Kendall's therapy program (coping cat) was implemented on the experimental group. Both groups were evaluated with Spence Children's Anxiety Scale and Cognitive Emotion Regulation Questionnaire (kids version) before and after the therapeutic intervention. Data were analyzed using two-way repeated measures analysis of variance (ANOVA).

Kendall's therapy program (coping cat) reduced the average score of anxiety (Eta=0.800, p<0.001, F=48.103), increased the average score of compatible cognitive emotion regulation (Eta=0.372, p<0.001, F=7.097), and reduced incompatible cognitive emotion regulation (Eta=0.907, p<0.001, F=116.650).

It appears that Kendall's therapy program is effective in improving anxiety and cognitive emotion regulation in students of the second period of elementary school, and it is recommended that psychologists and counselors in schools and counseling centers use this method to treat anxiety and regulate students' emotions.