The purpose of this study was to determine the relationship between cognitive emotion regulation strategies and marital satisfaction with the mediating role of emotional expression.The research method is descriptive-correlational. The statistical population of the study consisted of all married female teachers in Asadabad in the school year of 2019-2020. 300 were selected as the statistical sample of the study through available sampling method. Data were collected using the Marital Satisfaction Questionnaire 1989), Cognitive Emotion Regulation Strategies Questionnaire (2001), and King and Emmons Emotional Expression Questionnaire 1990). In data analysis, in addition to using descriptive statistics Inferential statistics section was analyzed using AMOS software. The results indicated that there is a significant relationship between cognitive emotion regulation strategies and emotional expressiveness with marital satisfaction (P<0.01). On the other hand, emotional expression plays a mediating role in the relationship between cognitive emotion regulation strategies and marital satisfaction. The results also showed that cognitive emotion regulation strategies directly and indirectly influence marital satisfaction. And the effect of cognitive emotion regulation strategies on emotional arousal and emotional arousal on marital satisfaction is only direct. Therefore, considering the importance of marital satisfaction in married life and self-determination, cognitive strategies of emotion regulation and emotional expression are necessary to inform and inform people about cognitive strategies of emotional regulation and emotional adjustment.

Aims: Besides many problems during education courses, an increase in the level of stress, depression, or anxiety leads to interferences with the students’ professional roles. Mindfulness and cognitive strategies to regulate emotions positively affect human health in different human classes and different psychological symptoms. The aim of this study was to investigate the differentiation roles of mindfulness and cognitive strategies to regulate emotions in prediction of the psychological symptoms in the medical students.
Instrument & As a descriptive-correlational study, 375 students of Kerman University of Medical Sciences were randomly studied in 2014-15. The study tools were 5-dimension Mindfulness Questionnaire, Cognitive Strategies to Regulate the Emotions Questionnaire, and Depression, Anxiety, and Stress Questionnaire. Data was analyzed in SPSS 20 software using Pearson Correlation Coefficient, and Stepwise Regression test.
Findings: There was a significant correlation between the emotion regulation strategies and mindfulness and depression, anxiety, and stress (p The effectiveness of cognitive strategies to regulate the emotions and especially, negative cognitive strategies to regulate the emotions is more considerable in explaining the psychological symptoms in the medical students than mindfulness.

The current study scrutinizes the structural relations between cognitive emotion regulation strategies and attention deficit-hyperactivity, conduct and oppositional defiant disorders among primary school children. The sample of the study included of 533 elementary school students (aged 9-11) of Tabriz city, whom were selected through multi-stage cluster sampling method. Children and their parents participated in the study by filling out Cognitive Emotion Regulation Strategies Questionnaire (CERQ-K-P) and Child Behavior Checklist (CBCL), respectively. Data were analyzed through structural equation modeling. The results showed significant relationships between some (not all) of emotion regulation strategies with attention deficit-hyperactivity, conduct, and oppositional defiant disorders. Some of strategies were related with one or two of these problems, however “blaming others” and “positive reappraisal” were common strategies for the cognitive regulation of emotion in all three disorders. Significant negative and positive strategies of cognitive emotion regulation about externalizing disorders, as well as pathological and therapeutic implications of these findings, and the role of these strategies in explaining attention deficit-hyperactivity, conduct, and oppositional defiant disorders have been discussed in the article.

The aim of this study was the examination of cognitive emotional regulation strategies as predictors of mental health and educational outcomes of students in Ahvaz Jundishapour University of Medical Sciences. In this study، 230 students were selected by random cluster sampling and also two questionnaires to examine the variables of this study were cognitive emotional regulation strategies (CERQ) and general health questionnaire (GHQ). In order to measure the academic performance of students، the average of scores that they already had passed was used. The multivariate analysis (logistic regression) showed that acceptance، belonged to compatible cognitive emotional regulation strategies and catastrophising belonged to incompatible cognitive emotional regulation strategies were significant predictors of psychological health. In addition، the multivariate regression showed that none of cognitive emotional regulation strategies were significant predictors of academic performance. The catastrophising strategy also played more roles in predicting the psychological health. Furthermore، it was revealed that males more than females used self-blame strategy and catastrophising. According to the results of this study، cognitive emotional regulation strategies would be useful for cognitive-behavioral interventions

The present research was conducted with the aim of the effectiveness of teaching cognitive strategies of emotion regulation on creativity and emotional self-awareness of secondary school students of Neka city. The statistical population of this research included all the first high school students of Neka city in 1401 in the number of 1732 people, 60 people were selected by the purposeful sampling method and randomly divided into two groups of training cognitive strategies of emotion regulation (30 people) and the control group (30 people) ) were assigned. The intervention of training cognitive strategies of emotional regulation was carried out during 10 sessions of 60 minutes twice a week; And the control group did not receive any intervention. The validity and reliability of the data analysis was done using the Kolmograf-Smirnov test to check the normality of the data and the variance analysis test with repeated measurements was performed using the SPSS-26 software. The findings showed that the training of cognitive emotion regulation strategies is effective on the creativity and emotional self-awareness of first secondary school students (P<0.05). The results indicate that the training of cognitive emotion regulation strategies increases emotional creativity and emotional self-awareness in first secondary school students. Therefore, in counseling centers, this approach can be used as effective psychological interventions in these people.

The purpose of this study was to predict the rumination in women on the basis of cognitive emotion regulation strategies and coping styles. The research was descriptive and correlational. All women who referred to Health Houses of district 14 in Tehran in autumn 2013 comprised the study population. Sample size was 260 people who were selected voluntarily. Questionnaires of Rumination Response Scale (Nolen-Hoeksema, 1991), Cognitive Emotion Regulation (Garnefski, 2006) and Coping Strategies (Rezakhani, 1388) were completed by sample group. The data was ananlyzied through standard multiple regression and the following results were optained: The components of cognitive emotion regulation predicted 37% and coping strategies 13/9% rumination variance in studied population. The findings also showed that among of cognitive emotion regulation strategies, the components of self- blaming and rumination are predicted positively and significantly (p<./0001) and component of acceptance is predicted negatively and significantly (p<./0001) and emotional- oriented coping strategy predict the rumination in women positively and significantly (p<./0001).

The goal of the present study was to determine the role of cognitive emotion regulation strategies in predicting depression. In this correlation study، 262 Isfahan Payame noor University students from different fields were selected by multi-stage random sampling method. Cognitive Emotion Regulation Strategies Questionaire (Garnefski et al.، 2002) and SCL-90 (Derogatis et al.، 1973)، Were administered. Research data were analyzed by Pearson correlation coefficient and stepwise regression. The results of stepwise regression analysis showed that from among of the nine scales of cognitive emotion regulation strategies scale، catastrophizing، acceptance، refocusing on planning، rumination، and recent stress، respectively، influence and significantly predict depression (P<0. 001). But، self-blame، blaming others، positive reappraisal، positive refocusing and putting into perspective strategies had no effect on depression and were removed from the equation. These results provide guidelines for the prevention of depression through modification of cognitive emotion regulation strategies.

The purpose of this study was to investigate the Role of Anger Rumination and Cognitive Emotion Regulation Strategies in Prediction of Sleep Quality in Female Students.The Sample, including of 400 that were selected by multi - stage random sampling. The statistical procedures conducted Psychometric characteristics of Anger Rumination Scale (ARS) (Sukhodolsky, Golub, & Cromwell, 2001), cognitive emotion regulation strategies questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Pittsburgh Sleep Quality Index (Buysse, Reynolds, Monk, Berman & Kupfer, 1989). The data were analyzed using regression analysis. The results of regression analysis showed that Multivariate correlation coefficient for linear combination of predictor variable (anger rumination) with sleep quality was 0.32 which is significant at P

This research was conducted with the aim of developing a causal model to explain academic vitality based on academic self-regulation strategies and cognitive emotion regulation strategies with the mediating role of Corona anxiety. The research method was descriptive-correlation and specifically structural equation modeling. The statistical population of the research included all the students of the first secondary school in Ahvaz city in the academic year 2001-1400, of which 350 students were selected by multi-stage cluster sampling method and with emotion regulation strategies questionnaire (CERQ), strategies questionnaire Academic self-regulation and the Corona Virus Anxiety Questionnaire (CDAS2) were evaluated. The data were analyzed using descriptive statistics and structural equation modeling using spss24 and Amos.24 software. The results showed that the research model had a good fit and was confirmed. Also, cognitive strategies of emotion regulation, academic self-regulation strategies and corona anxiety directly predicted academic vitality, and results supported the mediating role of corona anxiety in the relationship between cognitive strategies of emotion regulation, academic self-regulation strategies and academic vitality.The results of the research showed that academic self-regulation strategies and cognitively adapted emotion regulation strategies can reduce the anxiety of Corona and, as a result, increase academic vitality in students. While the non-compromised cognitive strategies of emotion regulation can increase the anxiety caused by Corona and reduces the academic vitality because of this. Based on the results of this research, it is suggested that teachers and education officials increase their vitality and academic vitality by implementing educational workshops and psychological interventions and training and promoting educational self-regulation strategies and cognitive strategies to regulate emotions by reducing corona anxiety in students.

Stubbornness is a group of peculiarities which is defined as confronting stressful events, and is influenced by individual variables such as personality, motivation, and social variables, such as family’s background. Current research is conducted among students, aiming at explaining psychological stubbornness based on trust in God through the mediation of cognitive guidelines of excitement control. For this, a sample of 381 students from Yasuj University was selected using multistage cluster random sampling method, and they have answered to scales such as Ahwaz hardiness scale, cognitive guidelines of excitement control, and the scale of trust in God. In order to analyze the data, path analysis method was taken into account. Results denoted that psychological stubbornness is influenced by trust in God and cognitive guidelines of excitement control; i.e. the components of trust in God had their direct and indirect effect on stubbornness through excitement control guidelines. According to the results, it is recommended to provide a basis for students, so that they reach higher levels of trust in God, and consultants also should bring most of their attention to the subject.