The prediction of mindfulness based on cognitive emotion regulation among Tehran high school students

Emotion regulation is a theory which proposed that individuals who exhibit higher insufficiencies in this aspect are more likely to engage in risky behaviors which change the experience of negative emotion. Regarding the points that emotion regulation strategies influence mental health, and the extensive role of it in many psychopathological conditions, Mindfulness can be a taken into consideration which is regarded as one of the most significant skills in one's life which assist the person to understand not only themselves, their characteristics, needs and feelings better, but also get familiar with their strong and weak points. In addition, Mindfulness is the capability of perceiving the features of one’s personality, behavior, emotions, and motivations precisely which is the basis of all kinds of emotional limitations. On the other hand, as a result, this study attempts to investigate the relationship between Iranian female and male learners’ Mindfulness and Cognitive Emotion Regulation Questionnaire (CERQ), among high school students. To this end, ۱۱۱ female and male Iranian participants were selected among three high schools in Tehran and they were given two questionnaires such as Mindful Attention Awareness Scale (MAAS) questionnaire by (Abdi, Ghabeli, Abbasiasl, & Shakernagad, ۲۱۱۵) and Cognitive Emotion Regulation Questionnaire (CERQ) by Besharat, & Bazzazian (۲۱۱۲). The results of data analysis through correlation coefficients indicated that there was a statistically significant relationship between students' mindfulness and emotion regulation. The findings of this study might provide insight for relevant targets for intervention designs.

Keywords:

mindfulness , cognitive emotion regulation , students.