Abstract
Purpose: The main purpose of this study was to investigate the validity of the structural model that is composed of the emotion regulation, early maladaptive schemas, cognitive flexibility and rumination.Design/Methodology/Approach: This study was carried out with 454 students (%63.2 female, %36.8 male). The data used in this study was adopted from Personal Information Form, Young Schema Questionnaire-Short Form 3, Emotion Regulation Questionnaire, Cognitive Flexibility Inventory and short form of Rumination Scale.Findings: As a result of the structural equation modelling; the participants' early maladaptive schemas were significant predictors of cognitive flexibility's sub dimensions. Cognitive flexibility's sub dimensions predicted the rumination's sub dimensions, rumination's brooding sub dimension were found significant predictor of expressive suppression and cognitive reappraisal which are sub dimensions of emotion regulation and also rumination's reflection sub dimension predicted the cognitive reappraisal but not expressive suppression.Highlights: When early maladaptive schemas are active, cognitive flexibility level decreases. Therefore, ruminative thoughts increase and these thoughts are unable to regulate emotions. Psychoeducation programs can be developed in order to increase cognitive flexibility levels, use effective emotion regulation strategies and cope with ruminative thinking.
Highlights
Emotions have an important role in people’s lives
In the model included in the current study, the latent variable of early maladaptive schemas is composed of five schema domains, which can be listed as disconnection and rejection, impaired autonomy and performance, impaired limits, otherdirectedness, overvigilance and inhibition
Within the scope of the current study, the relations between emotion regulation and early maladaptive schemas, cognitive flexibility and rumination were analyzed via structural equation modelling analysis
Summary
Emotions have an important role in people’s lives. People experience various different emotions as a result of emotional stimuli in their daily lives, and try to cope with emotions while they get in touch with themselves or others. According to Tuğrul (1999), emotions are of great importance to understand people, and make sense of their thoughts and behaviours. The term ‘emotion’ is used frequently in daily life as well as in the literature of psychology (Gross, 1999). Emotions cause different problems, they generally facilitate decision-making, motivate people to produce immediate reactions, provide them with information about an organism and environment. Emotions give people an idea about behavioural intentions of other people, whether they do something well or not, and about their own social behaviours (Gross, 1998)
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