Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills

Document Type : Original Article

Authors

1 Master’s in General Psychology, Faculty of Humanities, Islamic Azad University, Ardabil Branch, Ardabil, Iran

2 Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Abstract

The present study aimed to predict cognitive emotion regulation based on problem-solving skills and metacognitive beliefs among students. This research was descriptive-correlational with a predictive approach. The statistical sample was selected through cluster random sampling, and according to the Krejcie-Morgan table, 310 female high school students from Ardabil city participated in the study. To collect data, three questionnaires were used: the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001), the Metacognition Questionnaire by O’Neill and Abedi (1996), and the Problem-Solving Skills Questionnaire by Cassidy and Long (1996). Pearson correlation tests and multiple linear regression analyses were employed to analyze the data. The correlation analysis results revealed a significant positive correlation between metacognitive beliefs and cognitive emotion regulation (r=0.64, p<0.01). Similarly, a significant positive correlation was found between problem-solving skills and cognitive emotion regulation (r=0.56, p<0.01). Furthermore, the regression analysis indicated that cognitive emotion regulation could be predicted based on problem-solving skills and metacognitive skills (F=37.119, p<0.001). These findings suggest that by institutionalizing meaningful teaching-learning processes and creating stress-free environments, it is possible to enhance students’ cognitive emotion regulation.

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