Abstract
The aim was to investigate the relationship between and among cognitive emotion regulation, test anxiety and academic adjustment and the possibility of cognitive emotion regulation (CER) to mediate the relationship between academic adjustment (TA) and academic adjustment (AA). We hypothesized that the association between test anxiety and AA is mediated by cognitive emotion regulation. Convenient sampling method was employed to recruit the participants. The sample of the study consisted of 180 students (100% males) representing students from college of education, Jazan University, KSA, aged 19-21 years, with an average of 20.2 years, with a standard deviation of 5.45. For the purpose of this study, quantitative survey research was employed, with cognitive emotion regulation as independent variable, and TA and TA as dependent variables. Findings revealed that adaptive cognitive emotion regulation correlates negatively with TA, and also negatively with AA. On the other hand, Maladaptive cognitive emotion regulation was found to be positively correlated with AA. While AA found to be negatively correlated with TA. The coefficients related to the Adaptive CER regression paths to TA and AA, Maladaptive cognitive emotion regulation regression paths to TA and AA are significant at 0.01 level regardless of their direction.
Highlights
In emotion regulation, environmental demands affect the way people present their emotions (Omaima,2018)
(Omaima,2018).Adaptive CERS consist of acceptance(the person thinks of accepting whatever negative event and resign himself/herself to this event); positive refocusing; refocus on planning; positive reappraisal; putting into perspective(Kamalinasab &Mohammadkhani,2018)
The results of this study revealed that adaptive CERS correlates negatively with TA, and negatively with academic adjustment (AA)
Summary
Environmental demands affect the way people present their emotions (Omaima,2018). CERS (Omaima,2018).Adaptive CERS consist of acceptance(the person thinks of accepting whatever negative event and resign himself/herself to this event); positive refocusing (the person thinks of positive events); refocus on planning (the person thinks of how to deal with the negative event ); positive reappraisal (the person thinks of giving a positive meaning to the negative event); putting into perspective (the person relates the events to other events)(Kamalinasab &Mohammadkhani,2018). While maladaptive CERS include: self-blame (the person blames himself/herself for the incidents); blaming-others (the person blames others for the negative event); catastro-phizing (the person focuses on the terror of the experience); rumination (feelings and thoughts accompanied with the unpleasant event) (Garnefski, Teerds, Kraaij, Legerstee & Van Den Kommer, 2004)
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