تنظیم شناختی هیجان

This research was conducted to investigate the mediating role of cognitive emotion regulation in the relationship between personality traits with marital disaffection. The current research was a descriptive-correlation type of path analysis. The statistical population of this research was all married female students of Islamic Azad University Karaj branch in the academic year of 2023-2024. Using the available sampling method, a sample of 238 people was selected and participated in the study. Research tools included: Marital Disaffection Scale (MDS, Kayser, 1993), NEO-Five Factor Inventory (NEO-FFI, McCrae & Costa, 1985) and Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski & Kraaij, 2006). The data were analyzed using the path analysis method. The results of path analysis indicated the appropriate fit of the model. The findings showed that the personality traits of openness to experience and agreeableness were able to directly predict marital disaffection (p<0.001). Also, the indirect effect of neuroticism, extroversion, and conscientiousness variables on the marital disaffection variable through the compromised cognitive emotion regulation was significant (p<0.001). On the other hand, the indirect effect of the variables of openness to experience and agreeableness to the variable of marital disaffection through uncompromised cognitive emotion regulation was significant (p<0.001). These results show that personality traits, considering the important role of cognitive emotion regulation, can explain marital disaffection and it is necessary to pay attention to these factors in interaction with each other.

 The purpose of this study was to develop a model of hope based on emotion regulation, with spiritual well-being as a mediator, in heart failure patients in Kermanshah and to evaluate its effectiveness on death anxiety.

 This research was conducted in two phases. In the first phase, a descriptive correlational method was used to examine the relationship between predictor variables, criteria, and mediators. In the second phase, a semi-experimental research design with a pretest-posttest design and control group was used. The study population consisted of all young heart failure patients visiting Imam Ali (A.S.) Hospital and private clinics in Kermanshah in 2022. In the first phase of the study, 270 participants were selected based on the Cochran formula and the study’s inclusion criteria. In the second phase, 30 participants who scored lower on the hope, spiritual well-being, and emotion regulation scales and higher on the death anxiety questionnaire compared to other patients were selected through purposive sampling and divided into experimental (n=15) and control (n=15) groups. Structural equation modeling and analysis of covariance were used for data analysis. These analyses were performed using SPSS and AMOS software, version 23.

 The results showed that emotion regulation had a significant causal relationship with spiritual well-being and hope. Furthermore, a significant causal relationship was found between spiritual well-being and hope.

 The findings of this study confirmed the mediating role of spiritual well-being in the relationship between the mentioned variables. The educational program developed based on hope was effective in reducing death anxiety in heart failure patients.

Generalized anxiety disorder can cause a decrease of cognitive emotion regulation and an increase of worry. Therefore, the aim of this study was to comparison the effectiveness of cognitive-analytic therapy and emotional schema therapy on cognitive emotion regulation and worry of patients with generalized anxiety disorder.

Methods and Materials:

The current study was a semi-experimental with a pre-test, post-test and two month follow-up design with a control group. The statistical population of this study was all students with generalized anxiety disorder of Islamic Azad University of Ahvaz branch and Shahid Chamran University of Ahvaz in 2023 year. The sample size was considered to be 20 people for each group, and these people were selected as samples after checking the inclusion criteria with the purposeful sampling method. The selected samples were randomly divided into three groups of 20 people, and the first and second experimental groups underwent 10 sessions of 90 minutes cognitive-analytical therapy and emotional schema therapy, respectivelyand the control group remained on the waiting list for training. Data were collected with questionnaires of generalized anxiety disorder (Spitzer et al., 2006), cognitive emotion regulation (Garnefski et al., 2001) and worry (Meyer et al., 1990) and with were analyzed by methods of chi-square, analysis of variance with repeated measurements and Bonferroni's post hoc test in the SPSS-26 software.

The results showed that there was no significant difference between the generalized anxiety disorder of experimental and control groups in terms of gender, educational level and age (P>0.05). Also, both methods of cognitive-analytical therapy and emotional schema therapy increased the positive strategies of cognitive emotion regulation and decreased the negative strategies of cognitive emotion regulation and worry in patients with generalized anxiety disorder, and the results remained in the follow-up phase (P<0.001). In addition, there was no significant differencebetween the two methods of cognitive-analytical therapy and emotional schema therapy in increasing the positive strategies of cognitive emotion regulation and decreasing the negative strategies of cognitive emotion regulation and worry of patients with generalized anxiety disorder (P<0.001).

The results of this study indicated the effectiveness of both methods of cognitive-analytical therapy and emotional schema therapy on increasing the positive strategies of cognitive emotion regulation and reducing the negative strategies of cognitive emotion regulation and worry in patients with generalized anxiety disorder. Therefore, counselors and therapists can use both methods to improve psychological characteristics.

Academic achievement shows the degree of success of a person in achieving the specific goals of the educational environment, especially the school. Academic achievement describes to students, teachers, and their parents how well students have achieved their learning goals. It is also an important criterion for making decisions and predicting the future of education and job opportunities for people. Family environment and parenting style of parents are among the important components that play an important role in the academic progress of students. Baumrind (1971) has classified parenting styles into three: authoritative, authoritarian and permissive styles. Research supports the direct and indirect effects of parenting styles on academic achievement (Hayek et al., 2022; Amani, 2020). Some researchers have examined the relationship between emotions and outcomes related to the educational environment and academic achievement and support the relationship between emotional regulation and academic achievement (Albadarin, 2016).
 

The present study was conducted by the correlation method and Path analysis. The statistical population of the research consisted of all second-grade high school students studying in Private Schools in the 1st education region of Tehran in the years 2021-2022. 240 people were selected as the sample of the present study using the multi-stage random sampling method. Informed consent and being enrolled in high school were the inclusion criteria. Failure to complete the questionnaires or incomplete completion of the questionnaire were considered as exclusion criteria. Participants completed the Academic Achievement Questionnaire (Pham & Taylor, 1994) and the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006) individually during one session, and their parents completed the Parenting Questionnaire (Baumrind, 1973). The data obtained from the study were analyzed using the maximum likelihood method in AMOS software version 24.
 

In genera, the results showed that the path coefficient between maladaptive strategies of cognitive regulation (p= 0.001, β= 0.208) and adaptive strategies of cognitive regulation (p= 0.001, β= 0.306) and academic achievement was significant. According to Table 1, the direct path coefficient between permissive parenting style (p= 0.001, β= 0.221) and authoritative parenting style (p= 0.001, β= 0.303) was significant with academic achievement. Also, the indirect effect coefficient between permissive parenting style and academic achievement with the mediation of maladaptive cognitive emotion regulation strategies (p= 0.045, β= 0.028) and adaptive cognitive emotion regulation strategies (p= 0.001, β= 0.073) was significant. Finally, the findings show that the fit indices x2/df, AGFI and RMSEA do not support an acceptable fit of the initial model to the data. Therefore, the model was modified by removing non-significant paths, and with this action, acceptable fit indices were obtained for the model.

The present study aimed to explain the causal relationships between parenting styles and academic achievement of high school students through the mediation of cognitive emotion regulation. The findings of the present study showed that parenting styles and cognitive emotion regulation are related to academic achievement. In other words, the findings showed that the direct path coefficient between permissive parenting style and academic achievement was negative and the direct path coefficient between authoritative parenting style and academic achievement was positive and significant. Finally, the present study showed that the indirect path coefficient between permissive parenting style and academic achievement through maladaptive cognitive emotion regulation strategies was negative and the indirect path coefficient between authoritative parenting style and academic achievement through adaptive cognitive emotion regulation strategies was positive and significant. In explaining the findings, it can be said that parenting style explains the importance of educating and preparing children to achieve success. The findings of the present study showed that the structure and various compositions of the family are related to various effects on the growth process and personality of the children and create various parenting styles that affect the personality and academic performance of the children. Thus, cognitive emotion regulation strategies under the influence of parents' parenting styles can explain the academic progress of students. It is suggested that, given the important role of parenting style in students' academic achievement, educational workshops be held with the aim of improving parenting skills and increasing parental awareness and its relationship with academic achievement.

Adolescence encompasses a developmental period with significant neurobiological changes, often associated with intense emotions or feelings, reward-seeking, and risk-taking. While bringing new experiences, these changes also present risks (Liew et al., 2023). Clinical psychologists usually divide the emotional and behavioral disorders of adolescents into two categories: internal and externalized disorders. Internalizing disorders are over-controlled symptoms directed inward, and externalizing disorders are under-controlled symptoms directed outward (Ganji, 2022). Personality dimensions are the factors that play a fundamental role in the ethology of internalized (Ahola et al., 2023) and externalizing symptoms (Abdol-mohammadi et al., 2021). According to Cloninger's psychobiological model, personality comprises two dimensions: temperament and character. The temperament dimensions are hereditary and are stable throughout life and in the later stages of individuals.In contrast, the character dimension includes self-conscious emotions that develop throughout life (Cloninger et al., 1993). On the other hand, one of the factors affecting emotional-behavioral disorders is the presence of some kind of disorder in emotional regulation (Fernandes et al., 2023). Zagaria et al. (2023) found that maladaptive cognitive emotion regulation strategies are associated with emotional behavioral disorders and adaptive strategies are associated with emotional-behavioral health. Therefore, the main of the present study is to investigate the mediating role of positive and negative cognitive emotion regulation strategies in the relationship between personality traits and the occurrence of internalizing and externalizing symptoms in adolescent boys and girls in Andimeshk City. 

The research method was a correlational structural equation model. The statistical population comprised all the male and female students in the second grade of high school in Andimshek City in 2020-2021. A sample of 326 people (165 girls and 161 boys) were selected using the multi-stage cluster sampling method and answered the Youth Self-Report questionnaire, which contains 112 items. The test-retest reliability of this questionnaire was reported to be 0.82, and the internal consistency of each subscale was reported between 0.55 and 0.75 (Aschenbach & Rescorella, 2001). The temperament and Character Inventory contains 125 items and measures four dimensions of temperament (novelty seeking, harm avoidance, reward Dependence, Persistence) and three dimensions of character (Self-directedness, Cooperativeness, self-transcendence). Reliability was obtained for temperament 0.77 and character 0.81 (Cloninger et al., 1994), and the Cognitive emotion regulation questionnaire contains 36 items. The reliability of this questionnaire was for positive, negative, and total strategies 0.91, 0.87, and 0.93, respectively. (Garnefski et al., 2001). Data were analyzed using Pearson's correlation coefficients and structural equation model in SPSS24, AMOS/18 software, and the Sobet test. 

The results showed that for both indirect paths of the effect of temperament and character on internalized and externalized symptoms through positive and negative cognitive emotion regulation, zero is outside the confidence interval (lower limit and upper limit), and the obtained significant level is less than 0.05. Also, for both indirect paths of the effect of temperament and character on externalized symptoms through positive and negative cognitive emotion regulation, zero is outside the confidence interval (lower limit and upper limit), and the obtained significant level is less than 0.05. Therefore, two indirect effects are significant and confirmed. 

The results of the present study showed that positive and negative strategies of cognitive emotion regulation mediate the relationship between temperament and character on the internalized and externalized symptoms. An individual's choice of cognitive emotion regulation strategies and their regulatory effectiveness depends on their traits. Positive and negative strategies of cognitive emotion regulation, due to their adaptive and maladaptive nature, each lead to the intensification or suppression of negative emotion or the increase of positive emotions, which, in turn, leads to conscious and unconscious emotional, behavioral, and cognitive reactions in response to stressful environmental stimuli, depending on personality dimensions, and as a result, will make the adolescent susceptible to internalized and externalized symptoms. Overall, considering the findings of this study, it is recommended that clinics and educational counseling centers use the findings of this Zagaria et al. (2023) found that maladaptive cognitive emotion regulation strategies are associated with emotional behavioral disorders and adaptive strategies are associated with emotional-behavioral health. Therefore, the main of the present study is to investigate the mediating role of positive and negative cognitive emotion regulation strategies in the relationship between personality traits and the occurrence of internalizing and externalizing symptoms in adolescents in Andimeshk City.

This study aimed to determine the effectiveness of critical thinking training on working memory, cognitive flexibility, and cognitive emotion regulation in students.
 
A true-experimental pre-test-post-test design with a control group and follow-up was employed. The statistical population included all 12th-grade male students of Nikan School in one education district of Tehran during the 1400-1401 academic year. A total of 30 students were randomly selected using the available sampling method and assigned to either the experimental or control group (15 students per group). The experimental group received a 10-session critical thinking training program, with each session lasting 30 minutes. Participants completed the Working Memory Questionnaire (Daneman & Carpenter, 1980), the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2006) at three time points: pre-test, post-test, and one-month follow-up.
 
The results of a mixed factorial ANOVA indicated that critical thinking training significantly improved working memory, cognitive flexibility, and adaptive cognitive emotion regulation strategies while reducing maladaptive cognitive emotion regulation strategies (p < 0.05).
 
The findings suggest that teaching critical thinking skills enhances students' cognitive and emotional resources, thereby improving their cognitive and emotional regulation abilities. Strengthening mental capital and coping strategies through critical thinking training can contribute to better academic and psychological outcomes.

This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder.
 
The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA.
 
The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time.
 
The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students.

The purpose of the present study was to investigate the causal model test of the relationship between emotional cognitive regulation and quality of life in Patients Recuperated from Covid-19 the mediator role a health-promoting lifestyle. The research method was such that in a descriptive-correlation design, 384 people were selected from psychology students of National universities in 2022-2023 using a voluntary sampling method. Data collection was done with Granofsky’s cognitive Emotional Regulation Questionnaire (CERQ),  Short form of Health Background Questionnaire (SF-36), and Walker's Health-promoting Lifestyle Questionnaire. The collected data were analyzed with SPSS-26 and Lisrel-7.8 software. Findings showed that there is a positive and significant relationship between positive emotion regulation and lifestyle (β=0.34 and P<0.05) and a negative and significant relationship between negative emotion regulation and lifestyle (P<0.05 and β=0.33) exists. There is a positive and significant relationship between lifestyle and both components of mental health and physical health (P<0.05). Mental health and physical health also have a positive and significant relationship (P<0.05 and β=0.59). Also, there is a statistically significant relationship between positive emotion regulation and quality of life components (mental health and physical health) with the mediation of lifestyle variables. It can be concluded that there is a positive and significant relationship between the variable of positive emotion regulation and the variable of physical health and mental health indirectly.

Past traumatic experiences with primary caregivers lead to the formation of cognitive and behavioral patterns that serve as styles of thinking and acting. These patterns are maladaptive strategies that disrupt emotional regulation. On the other hand, "corrective emotional experiences" in the approaches of schema therapy and intensive short-term dynamic psychotherapy help change dysfunctional patterns and regulate emotions in traumatized individuals. using a single-case study method. The study population included all individuals aged 18 to 40 in Tehran who, in 2023, volunteered to participate in the research following the project announcement.  Finally, six individuals were selected through purposive sampling. Subsequently, the cognitive and behavioral emotion regulation questionnaires were administered to each individual at the baseline (2 to 4 times), intervention (3 times), and follow-up (1 time) stages. The results of visual and statistical analysis between the intervention and baseline conditions, including Cohen's d effect size, non-overlapping and overlapping data, changes in the median and mean, and absolute level changes,indicated the effectiveness of both treatments oncognitive and behavioral emotion regulation.However, schema therapy was more effective than intensive short-term dynamic psychotherapy in improving emotion regulation.

The present study aimed to find a model for the structural relationships of parental communication patterns and communication skills in adolescents with the mediating role of cognitive emotion regulation and mindfulness. The research was applied in nature, using a descriptive-correlational method based on structural equations. The statistical population consisted of 14- to 17-year-old adolescents studying in the 10th, 11th, and 12th grades of the senior high school in the 2021-2022 academic year. A sample of 314 students was selected through cluster random sampling. Data were collected using the Revised Family Communication Patterns Scale (RFCP), Jerabek's Communication Skills Inventory (2004), Garnefski and Kraaij's Cognitive Emotion Regulation Questionnaire (2006), and the Kentucky Inventory of Mindfulness Skills (2004). Data analysis was performed through structural equation modeling using Amos software. The results indicated that cognitive emotion regulation can mediate the relationship between parental communication patterns and communication skills, but mindfulness did not mediate this relationship. Thus, it can be concluded that appropriate relationships in society are based on suitable family relationships, and the more suitable the emotional relationships within families, the more stable and stronger both the family and society will be.

This research was conducted to investigate the relationship between nature and character with wisdom through the cognitive regulation strategies of emotion in the students of Islamic Azad University, Hamadan branch. The descriptive research method was correlational. Using the sample size formula in regression analysis, 400 students from Islamic Azad University, Hamedan branch were selected as the sample for this research. The tools used were questionnaires on wisdom, character, and emotion regulation. Data analysis was performed using the statistical method of path analysis, and the bootstrap test was employed to check the mediating role of the variables. The findings showed that the relationship between nature and character with students' wisdom, through the mediating role of positive emotion regulation strategies, had a good fit. This path had a greater effect on wisdom through positive emotion regulation strategies. Additionally, the direct and indirect relationships between nature and wisdom were confirmed. Character influenced wisdom through positive emotion regulation strategies (as a key variable of the model). The direct and indirect relationship between nature and wisdom was not significant. In general, positive emotion regulation strategies played a mediating role in the relationship between nature and character with wisdom. It is suggested to take appropriate measures to enhance positive emotion regulation strategies and wisdom in students.

The prevalence of Internalized and Externalized disorders in Adolescents is on of the serious threats to mental health in the world. Therefore, the purpose of this research was to investigate the causal model of The Internalized and Externalized disorders in Adolescents Based on Impulsivity with the Mediating Role of Adaptive and Maladaptive Cognitive Emotion Regulation Strategies. The statistical population of the research was made up of all male and female students of the second year of high school in Andimshek city, out of which 326 were selected by multi-stage cluster sampling method. were selected as samples. The tools used in this research included the youth self-report scale (Aschenbach and Rescorella, 2001), the impulsivity (Patton et al, 1995), and the Cognitive emotion regulation (Garnefski et al, 2001). To analyze the data, the method of structural equation with intermediary relation was used with Amos/18 software. The findings showed that for both indirect paths of impulsivity on internalized disorders through adaptive and maladaptive strategies of cognitive emotion regulation are not significant and reject (p>0/05). Also, the two indirect paths of impulsivity on externalized disorders adaptive and maladaptive strategies of cognitive emotion regulation are significant and confirmed (p<0/05). Based on the research findings, adaptive and maladaptive strategies of cognitive emotion regulation can play mediating role on relationship between impulsivity and internalized and externalized disorders of adolescents. The evaluated model has a favorable fit and is an important step toward identifying the effective factors in internalized and externalized disorders of adolescents.

The objective of this study was to examine the mediating role of cognitive regulation of emotion and self-compassion in the relationship between psychological well-being and mindfulness. The research method is implemented in accordance with the purpose and the method of accumulating descriptive-correlational information. The research was all undergraduate students of Islamic Azad University Marvdasht branch University in the academic year 2018-2019, of which 386 students (205 women and 181 men) were selected by multi-stage cluster sampling method. The subjects completed psychological well-being scales (RSPWB), mindfulness (FFMQ), Self-Compassion (SCS), and Cognitive Emotion Regulation Strategies Questionnaire (CERQ). The structural equation analysis method was implemented for data analysis, utilizing SPSS (version 25) and AMOS (version 20) software. In the present study, the indirect path of mindfulness on students’ psychological well-being was significant at the level of 0.12 for cognitive regulation of emotion and 0.15 for self-compassion (P=0.001). These findings suggest that the relationship between psychological well-being and mindfulness is mediated by the variables of cognitive regulation of emotion and compassion. According to these findings, mindfulness can affect the psychological well-being of pupils by influencing the extent of cognitive regulation of emotion and compassion.

The purpose of this study was to present a structural model for predicting psychological well-being in entrance exam students, which was based on mindfulness and mediated by the cognitive regulation of emotion and the meaning of life. It was of the structural equation modeling type in terms of the fundamental intent and the method of collecting correlational data. The statistical population consisted of female students attending secondary institutions in Tehran from 2022 to 2023. These students were selected using the available sampling method, and a total of 271 subjects participated in the research. Psychological well-being scale (PWS), cognitive emotion regulation questionnaire (CERQ), meaning in life questionnaire (MLQ), and five-dimensional mindfulness questionnaire (FFMQ) are included in the research instruments. SPSS24 and AMOS24 software were employed to conduct data analysis using the Pearson correlation and structural equation methods. The results indicated a positive and significant relationship between psychological well-being, mindfulness, the meaning of life, and the cognitive regulation of emotion (P<0.01). Furthermore, the research findings indicated that the mediating role of cognitive regulation of emotion and meaning in life in the relationship between mindfulness and psychological well-being was both positive and significant (P<0.01). The results suggest that mindfulness facilitates positive re-evaluation and increases self-awareness, which contribute to the improvement of psychological well-being and the attainment of meaning in life for students who are experiencing the pressures of the entrance exam period.

The present study aimed to determine the effectiveness of child-centered play therapy on behavioral problems and cognitive regulation of emotion in children with anxiety disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the study included all children aged 6 to 9 years with symptoms of anxiety disorders in Feridoonkanar city in 1401, from which 75 children were selected by available sampling. Then, among these children, 30 children who had the highest score on the anxiety scale were randomly placed in two groups (15 people in the experimental group and 15 people in the control group). The measurement tools included Spence et al.'s Preschool Anxiety Scale (PAS, 2001), Rutter et al.'s Behavioral Problem Scale (BPS, 1967), and Gross & John Emotion Regulation Questionnaire (CERQ, 2003). The experimental group underwent the child-centered play therapy intervention of Landreth (1993) during eight 45-minute sessions twice a week. Multivariate covariance analysis was used to analyze the data. The results of multivariate covariance analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and cognitive regulation of emotion in the two experimental and control groups at the p<0.05 level. As a result, child-centered play therapy can be used as an efficient method in improving behavioral problems and cognitive regulation of emotions in children with anxiety disorders.

The purpose of this research is to examine the relationship between anxiety, cognitive emotion regulation, basic psychological needs, and addiction to social networks among adolescents. The study employed a correlational research design, and the statistical population consisted of all teenagers studying at the second secondary level in Tehran city during the academic year of 2022-2023. A sample of 226 individuals was selected using an available sampling method. Data collection involved the use of the Cognitive Emotion Regulation Questionnaire (CERQ), the Satisfaction of Basic Psychological Needs Scale (BPNS), Beck Anxiety Inventory (BAI), and the Addiction to Mobile-based Social Networks Scale (AMQBSN). The collected data were analyzed using Pearson correlation and multivariate regression. The findings revealed significant relationships between anxiety and addiction to social networks, cognitive regulation of emotion and addiction to social networks, and basic psychological needs and addiction to social networks among adolescents. Furthermore, anxiety, cognitive emotion regulation, and basic psychological needs were found to predict addiction to social networks among teenagers (p > 0.05). In conclusion, anxiety, cognitive regulation of emotion, and basic psychological needs are important factors contributing to addiction to social networks among teenagers. Adolescents with high levels of anxiety, inconsistent cognitive emotion regulation, and unmet basic psychological needs are at a higher risk of developing social network addiction. These findings provide valuable insights for the development of more effective prevention and treatment programs targeting social network addiction among adolescents.

The purpose of this study was to determine the effectiveness of cognitive emotion regulation training on self-esteem and self-awareness of female students with emotional failure. The method of this research was practical and semi-experimental in which a pretest-posttest design was used with a control group. The target population of this research was 22 female students of Hekmat Razavi Institute of Higher Education who had emotional failure, selected by voluntary sampling and were randomly divided into two experimental and control groups. The experimental group received training during ten 90-minute sessions, while the control group did not undergo any intervention. Ras Love Shock Questionnaire (1999) was used to screen the subjects, and Cooper Smith's self-esteem questionnaire (1967) and Cooper Smith's self-awareness questionnaire (1997) were used in the pre-test and post-test. The findings of this research showed that cognitive emotion regulation training significantly increased self-esteem and self-awareness in the experimental group compared to the control group (p<0.05). Cognitive emotion regulation training is a suitable method to increase self-esteem and emotional self-awareness in people who have suffered emotional failure and can be used as an intervention based on empirical evidence.

The present study aimed to investigate the relationship between Hardiness psychology and academic well-being and the mediating role of students' Cognitive emotion regulation. The design of this research was descriptive and correlational. The statistical population of the research was made up of all the second high school students in the academic year of 2022-2023 in Qir city of these, 244 people were selected by convenience. Data were collected by Academic Well-being Questionnaire (AWBQ; Tuominen-Soini et al, 2012), the Psychological Hardiness Questionnaire  (PHQ; Kobasa et al, 1982), and the Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski- Kraaij, 2006) The data were analyzed using the structural equation modeling method. The results showed that Hardiness psychology directly and positively affects academic well-being (P<0.05). Other results showed that cognitive emotion regulation has a mediating role between Hardiness psychology and academic well-being (P<0.05); Also, the fit indices showed that the proposed model has a good fit. Therefore, according to the results of the present study and the role of Hardiness psychology and cognitive emotion regulation in the academic well-being of students, it is suggested to develop and implement educational programs in this field for students.

The purpose of this research was to investigate the relationship between psychological well-being and ambiguity tolerance with academic performance through the mediation of cognitive emotion regulation. The descriptive research method was structural equation modeling. The statistical population of this research was all male secondary school students, the sample size included 220 people who were selected by multi-stage cluster random sampling. The subjects completed the McLain Ambiguity Tolerance Questionnaire (2009), Riff's Psychological Well-Being Questionnaire (2013), and the Garnefski & Kraaij Emotional Regulation Questionnaire (2006) and the final grade point average was used as an indicator of academic performance. Data analysis was done using the statistical method of structural equation modeling. The results of the analysis indicated the confirmation of the fit of the hypothetical research model. The standard coefficients of path analysis showed that ambiguity tolerance (0.35, p<0.01) and psychological well-being (0.51, p<0.01) have a significant direct effect on academic performance. Also, these two variables mediate Cognitive regulation of emotion (adaptable) has a significant indirect effect with academic performance of students (p<0.01). In addition, the direct path of ambiguity tolerance and psychological well-being with cognitive regulation of emotion (inadaptable) was not significant. According to the results Based on the findings, solutions or programs can be considered to improve psychological well-being and increase students' ability to tolerate ambiguity, as well as to recognize and regulate their emotions in an efficient manner.

The purpose of this study was to predict the tendency to cheat based on ineffective schemas and cognitive regulation of emotion in the clients of counseling centers in Tehran. This research was of a descriptive-correlation type. The research community was formed by all the clients of counseling centers in Tehran in 2023, out of which 420 people were purposefully selected as a sample. The research participants were asked to complete Marital Infidelity Tendency Questionnaires (PDIQ, 1999), Young's Early Maladaptive Schemas (YSQ-SF, 2005), and Garnevsky et al.'s Cognitive Emotion Regulation (CERQ, 2001). do The research analysis method was simultaneous regression analysis. The findings showed that the field of cut and rejection, impaired self-management and performance, other orientation, excessive listening and inhibition, impaired limitations, and negative cognitive regulation have a positive and significant relationship with the attitude towards cheating (P<0.05). Also, the relationship between positive cognitive regulation and a tendency to marital infidelity was reported to be negative and significant (P<0.05); which explained a total of 17.1% of the tendency to cheat. It can be concluded that dysfunctional schema and cognitive regulation of emotion play an essential role in predicting the tendency to cheat.