On the relationship between family functioning and cognitive emotion regulation with students' psychological well-being

This study aimed to investigate the relationship between family function and cognitive regulation of emotion with psychological well-being in high school students in Marand City. The population of the study were all high school female students (N=480) from whom 215 students were randomly selected and participated in the study. The questionnaires used to collect the data included family function questionnaire (Epstein, Baldwin, and Bishop), cognitive emotion regulation questionnaire (Garnefsky, Craij, and Spinhophen) and psychological well-being (Reif). The present study was a correlational study and the data analysis was performed using simple correlation and regression. The correlation results showed that there was a positive and significant relationship between the family function variable and psychological well-being and a positive and significant relationship between the variable of cognitive emotion regulation and psychological well-being (p ˂ .05). The regression coefficient results also indicated that the family function variable and the cognitive adjustment variable can provide psychological well-being in female students with positive and meaningful prediction. Therefore, it can be said that with increasing family function and also with increasing cognitive emotion regulation in female students, their psychological well-being also increases.