خلاصة:
The present research was conducted with the aim of investigating the relationship between cognitive emotion regulation strategies, attachment styles, assertiveness, and locus of control among secondary school students. These psychological variables play a key role in academic success, social interactions, and mental health. In this study, 300 students (aged 13 to 18) responded to valid questionnaires regarding the above variables. The results showed that secure attachment style, internal locus of control, and high levels of assertiveness have a positive relationship with adaptive emotion regulation strategies (such as positive reappraisal and acceptance). In contrast, insecure attachment styles and external locus of control were associated with maladaptive strategies (such as rumination and catastrophizing). These findings emphasize the necessity of teaching emotional and interpersonal skills in school curricula to strengthen resilience and healthy self-regulation.
ملخص الجهاز:
com Abstract The present research was conducted with the aim of investigating the relationship between cognitive emotion regulation strategies, attachment styles, assertiveness, and locus of control among secondary school students.
The results showed that secure attachment style, internal locus of control, and high levels of assertiveness have a positive relationship with adaptive emotion regulation strategies (such as positive reappraisal and acceptance).
Literature Review Numerous studies have investigated the relationship between cognitive emotion regulation strategies, attachment styles, assertiveness, and locus of control among adolescents and students.
Simultaneous Examination of Variables Studies that have simultaneously examined cognitive emotion regulation strategies, attachment styles, assertiveness, and locus of control show that these variables interact in a complex manner, and their combination plays an important role in predicting the mental health and academic performance of adolescents.
(2020) showed that secure attachment style and internal locus of control are strong predictors of using adaptive cognitive emotion regulation strategies, while low levels of assertiveness were related to an increase in maladaptive strategies.
(2020) and Jones and Brown (2018), have also examined the interactive relationship between these variables and emphasized that simultaneous attention to assertiveness skills, attachment style, and locus of control can provide better interventions toward increasing the mental and academic health of adolescents.
In this study, the relationship between four important psychological variables, including cognitive emotion regulation strategies, attachment styles, assertiveness, and locus of control in students, was investigated.
The results showed that the combination of a secure attachment style, high assertiveness skills, and an internal locus of control contributes to the formation of adaptive cognitive emotion regulation strategies.
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