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Volume 14, Issue 2 (1-2020)
bjcp 2020, 14(2): 15-25 |
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1- Ph.D. Student of Psychology, University of Isfahan, Isfahan, Iran
2- Professor, Department of Psychology, University of Isfahan, Isfahan, Iran ,s.amiri@edu.ui.ac.ir
3- Professor, Department of Psychology, University of Isfahan, Isfahan, Iran
4- Professor, Department of Counseling, University of Isfahan, Isfahan, Iran
2- Professor, Department of Psychology, University of Isfahan, Isfahan, Iran ,
3- Professor, Department of Psychology, University of Isfahan, Isfahan, Iran
4- Professor, Department of Counseling, University of Isfahan, Isfahan, Iran
Abstract: (3904 Views)
The purpose of this study was to compare the cognitive emotion regulation strategies profile in students with high and low interpersonal sensitivity.
The descriptive and survey method was used. The statistical population was all undergraduate students of the University of Isfahan in the academic year 2018-2019. According multistage cluster random sampling 314 students were selected as samples and they were asked to fill in the Symptom Checklist 90 Revised and Cognitive Emotion Regulation Questionnaire. The data were analyzed by the discriminant analysis and multiple correlation method.
Findings showed that among 9 investigated strategies in two groups of students with high and low interpersonal sensitivity, the catastrophizing, other-blame, rumination, acceptance were significant (P<0.001). Also, the differences in re-focusing on planning, positive re-evaluation, self-blame, and positive re-focusing between two groups were significant (P<0.05). Considering the small amount of Wilks Lambda and the high amount of the Chi-square and significance level, the audit function has obtained a good diagnostic power for explaining the dependent variable.
Based on all cognitive emotion regulation strategies (except putting into perspective), the profile of students with high and low interpersonal sensitivity can be separated.
The descriptive and survey method was used. The statistical population was all undergraduate students of the University of Isfahan in the academic year 2018-2019. According multistage cluster random sampling 314 students were selected as samples and they were asked to fill in the Symptom Checklist 90 Revised and Cognitive Emotion Regulation Questionnaire. The data were analyzed by the discriminant analysis and multiple correlation method.
Findings showed that among 9 investigated strategies in two groups of students with high and low interpersonal sensitivity, the catastrophizing, other-blame, rumination, acceptance were significant (P<0.001). Also, the differences in re-focusing on planning, positive re-evaluation, self-blame, and positive re-focusing between two groups were significant (P<0.05). Considering the small amount of Wilks Lambda and the high amount of the Chi-square and significance level, the audit function has obtained a good diagnostic power for explaining the dependent variable.
Based on all cognitive emotion regulation strategies (except putting into perspective), the profile of students with high and low interpersonal sensitivity can be separated.
Keywords: Interpersonal sensitivity, Emotion regulation, Cognitive emotion regulation strategies, Students
Type of Study: Research |
Subject:
Special
Received: 2019/12/8 | Accepted: 2020/11/16 | Published: 2021/02/6
Received: 2019/12/8 | Accepted: 2020/11/16 | Published: 2021/02/6
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Contemporary Psychology, Biannual Journal of the Iranian Psychological Association
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