Comparison theory of mind, Positive and negative cognitive emotion regulation and aggression in students with and without behavioral problems

The aim of this study was to compare theory of mind, Positive and negative cognitive emotion regulation and aggression in students with and without behavioral problems. The study followed a causal-comparative design and all the juveniles between 15 and 18 years of age of Noshahr city composed the statistical population. The sample consisted of 74 adolescents (37 adolescent behavioral problems and 37 normal adolescents). The behavioral problems questionnaire was first performed on 400 high school students in Nowshahr city, and 71 students obtained the required score, 37 of them using Random sampling method was used and 37 adolescents were matched for comparison with this group. In addition to Quay and Peterson Revised Behavior Problem Checklist (1987), Baron-Cohen Reading the mind in the eyes test (2001), cognitive emotion regulation test (2001) and Buss & Perry aggression test (1992) was utilized for data collection. The results of multivariate analysis of variance (MANOVA) showed that there were significant differences between the two groups of juveniles in the theory of mind, positive emotion regulation, and physical aggression variables. Where, the theory of mind and positive cognitive emotion regulation variables negatively, and negative cognitive emotion regulation variable positively predicted the aggression in the juveniles. Conclusion Lack of understanding the mental states of others seems to cause problems in regulating emotion and as a result aggressive behavior and behavioral problems in adolescents.