Relationship between difficulties in emotional regulation and metacognitive beliefs with repetitive negative thinking in high school students

The purpose of the present study is to investigate the relationship between difficulties in emotional regulation and metacognitive beliefs with repetitive negative thinking in high school students.
The method of study was correlational. The statistical population present study comprised of all grade high school boy students of Tabriz in 2016-2017 academic years that were studying. A choice sample of the population, using cluster random sampling method, a sample of 353 subjects was chosen. For data collection, theEhring perseverative thinking questionnaire, Gratz and Roemer Difficulties in Emotion Regulation Scale and Wells & Cartwright-Hatton Meta-Cognitive Questionnairewere used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis.
The results showed that exist significant positive relationship between repetitive negative thinking with components of non-acceptance of emotional responses, emotional, difficulties engaging in goal-directed behavior, impulse control difficulties, lack of emotional awareness, lack of emotional clarity and total score difficulties in emotional regulation and no relationship was observed between repetitive negative thinking limited Access to Emotion Regulation Strategies. Also exist significant positive relationship between repetitive negative thinking with positive beliefs about worry, negative beliefs about uncontrollability, cognitive confidence and cognitive self-consciousness and there is no relationship between repetitive negative thinking with need for control. Also regression analysis revealed that the difficulties in emotional regulation, components of nonacceptance of emotional responses, impulse control difficulties, difficulties engaging in goal-directed behavior, metacognitive beliefs and component cognitive self-consciousness could positively and significantly predict the repetitive negative thinking in students.
The results show that component of difficulty in emotional regulation and metacognitive beliefs considerable part of repetitive negative thinking could explain in students.