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

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, ۳۱۰ 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. (۲۰۰۱), the Metacognition Questionnaire by O’Neill and Abedi (۱۹۹۶), and the Problem-Solving Skills Questionnaire by Cassidy and Long (۱۹۹۶). 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=۰.۶۴, p<۰.۰۱). Similarly, a significant positive correlation was found between problem-solving skills and cognitive emotion regulation (r=۰.۵۶, p<۰.۰۱). Furthermore, the regression analysis indicated that cognitive emotion regulation could be predicted based on problem-solving skills and metacognitive skills (F=۳۷.۱۱۹, p<۰.۰۰۱). These findings suggest that by institutionalizing meaningful teaching-learning processes and creating stress-free environments, it is possible to enhance students’ cognitive emotion regulation.

Keywords:

cognitive emotion regulation , Problem-Solving Skills , Metacognitive beliefs