The Causal Model of Couple Burnout Based on Irrational Relationship Beliefs, Non-adaptive Strategies of Cognitive Emotion Regulation, and Psychological Capital

Introduction: One of the factors leading to the reduction of the stability and quality of marital life is couple burnout. Hence, any endeavor for protecting the couples’ relationship against possible damages is necessary and valuable .Accordingly,the present study was aimed to investigate the mediating role of non-adaptive strategies of cognitive emotion regulation in the relationship between irrational Relationship beliefs and couple burnout. Materials and methods:The method of the present study was descriptive-correlational, and was basic regarding its purpose.The sample size included 300 married women living in Tehran that were selected through the accessible sampling method.To collect data, Pines’s couple burnout (CBM;1996), Eidelson and Epstein’s Relationship beliefs (IRB;1982),and Garnefski, kraaij, and Spinhoven’s cognitive emotion regulation(CERQ;2006)questionnaires were used.Finally,Data were analyzed with the Pearson correlation and path analysis. Results:The results of the mediation analysis indicated that the direct effect of irrational Relationship beliefs on couple burnout was significant (β=0.396;p < 0.05).The indirect effect of irrational Relationship beliefs on couple burnout through non-adaptive strategies of cognitive emotion regulation was also significant (β=0.061; p < 0.05).Therefore, non- adaptive strategies of cognitive emotion regulation had a partial mediating role in the relationship between irrational Relationship beliefs and couple burnout. Conclusion:According to the result of the present study, it can be acknowledged that the relationship beliefs and strategies of cognitive emotion regulation have an important and influential role in the stability and quality of couples’ life because the shortcomings related to the couples’affective and emotional capabilities along with the dysfunctional beliefs can become an obstacle for building the intimate relationships and perceiving the feelings correctively that leads to the reduction of couples’ satisfaction.So the results of the present study can be used for early detection of couple burnout and preventing its occurrence.

Background and Objective: 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, respectively and 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. Findings: 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&gt;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&lt;0.001). In addition, there was no significant difference between 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&lt;0.001). Conclusion: 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.

Objective: This study aimed to examine the effectiveness of logotherapy on psychological capital and cognitive emotion regulation in women affected by marital infidelity. Methodology: The research was quasi-experimental, employing a pretest-posttest control group design. The statistical population included all women affected by marital infidelity who sought psychotherapy and counseling in Tehran in 2023. From this population, 30 participants were selected through convenience sampling. Data collection instruments included Luthans' Psychological Capital Questionnaire (2007) and Garnefski &amp; Kraaij's Cognitive Emotion Regulation Questionnaire (CERQ-short) (2006). Participants were divided into an experimental group and a control group. The experimental group received eight 90-minute sessions of logotherapy based on Frankl's theory (1992), while the control group received no intervention. After the sessions, the posttest was conducted, followed by a three-month follow-up. Data were analyzed using analysis of covariance (ANCOVA) and mixed variance analysis through SPSS-26 software. Findings: The results revealed a significant difference between the experimental and control groups in psychological capital and adaptive emotion regulation strategies. Logotherapy significantly increased self-efficacy, hope, resilience, and optimism in women affected by marital infidelity. Additionally, the time factor showed significant improvement in variables such as acceptance, positive refocusing, planning, positive reappraisal, putting into perspective, self-blame, rumination, catastrophizing, and other-blame. Conclusion: Logotherapy proved to be an effective method for enhancing psychological capital and cognitive emotion regulation in women affected by marital infidelity. The effects remained stable over time, contributing to improved psychological and emotional well-being in this group of women.

Background and AimsThe aim of this study was to present a health‐promotion behaviors model in the elderly based on psychological capital, social support, and attitudes toward death mediated with mediating role of emotional cognitive regulation strategies in the elderly in Ardabil.MethodsThe research method was correlational which was done by the path analysis method. The statistical population of the study consisted of all elderly people in Ardabil in 2020, from which 250 people were selected by convenient sampling method and were investigated with research tools including Health‐Promotion Lifestyle Profile (1998), attitudes toward death profile (1994), Psychological Capitals (2007), social support (1988) and Cognitive Emotion Regulation (2001). Data were analyzed by Amos‐24 software and using structural equation modeling.ResultsThe results showed that psychological capital, social support, and attitude towards death directly affect health‐promotion behaviors and also indirectly improve them through cognitive emotion regulation strategies. These results can have a significant impact on promoting health and improving the quality of life of the elderly population.ConclusionsBased on the findings of the present study, it can be claimed that the proposed model for the health of the elderly has an acceptable fitness and this model can be used in developing educational programs and intervention techniques to improve the health of this group of people.

Cognitive and emotion regulation strategies play an influential role in the display of aggression, however much of this research has failed to identify specific regulation strategies related to aggression. The study’s objective was to assess how emotional processes and the habitual use of maladaptive cognitive emotion regulation strategies are associated with trait aggression. Participants (N = 306; Mage = 33.79; SD = 13.29), completed a self-report survey battery assessing four subtypes of trait aggression (physical, verbal and romantic relational and peer-directed relational), emotion (anger, hostility) and maladaptive cognitive emotion regulation strategies (blaming others, blaming self, ruminating, catastrophizing). Results indicated that anger and hostility (the emotion based variables) had greater influence on all subtypes of trait aggression (physical, verbal, and relational aggression), compared to cognitive emotion regulation strategies which had less of an influence. Blaming others had a positive association with physical and peer directed relational aggression. Low levels of rumination were associated with physical aggression, while low levels of self-blame were associated with peer directed relational aggression. Findings suggest that maladaptive cognitive emotion regulation strategies have differential impact on different forms of aggressive behavior.

Earlier research has identified a remarkable number of related factors to resilience during adolescence. Historically, theoretical treatments of resilience have been focused almost exclusively on psychosocial levels of analysis to derive explanatory models. However, there is insufficient understanding of the role of emotion regulation explaining competent functioning despite the experience of adversity (resilience), especially during adolescence. This study explores the relationship between both, emotional regulation abilities and strategies, and resilience in a sample of adolescents from suburbs high-schools (Jerez de la Frontera, Spain). The study also examines how using different emotional regulation strategies may help the development of resilience levels at this stage. Participants of the study were 164 adolescents ranging from 13 to 16 years old (M = 13.98; SD = 0.66). Emotion regulation was measured using the Cognitive Emotional Regulation Questionnaire (CERQ, Garnefski et al., 2001), and sections D and H of Mayer-Salovey-Caruso Emotional Intelligence Test, a performance test (Emotion Regulation Ability sections, MSCEIT, Spanish version, Mayer et al., 2003). Resilience was evaluated with ERE (Educative Resilience Scale for children and adolescents, Saavedra and Castro, 2009). Verbal Intelligence (Yuste, 1997) and personality traits (Cattell and Cattell, 1986) were assessed as two independent variables. Results supported the idea that emotion regulation ability (MSCEIT, D and H sections, Extremera et al., 2006) is a significant predictor of adolescents' resilience. Moreover, cognitive regulation strategies, such as positive reappraisal, predicted perceived resilience among students. Sociability (A factor of HSPQ, sociability) also correlated with resilience levels. Hence, these results are promising, implying that emotion regulation ability may act as a helpful tool preventing adolescents from irrational risky behaviors, commonly assumed at this developmental stage.

Purpose: This study aimed to compare the effectiveness of emotional cognitive regulation strategies and self-regulated learning strategies on improving academic self-concept and cognitive flexibility in elementary school students diagnosed with specific learning disabilities in reading. Methods and Materials: A quasi-experimental pre-test, post-test, and follow-up design was used, involving 60 students with specific reading disabilities from elementary schools in Sari, Iran. Participants were randomly assigned to one of three groups: emotional cognitive regulation training, self-regulated learning training, or a control group. Each experimental group consisted of 20 students who underwent 8 sessions of their respective intervention. Data were collected using two standardized questionnaires: the Academic Self-Concept Questionnaire (Chen, 2004) and the Cognitive Flexibility Inventory (Dennis &amp; Vander Wal, 2010). Statistical analysis was performed using multivariate analysis of covariance (MANCOVA) and Bonferroni post-hoc tests. Findings: Both emotional cognitive regulation and self-regulated learning strategies significantly improved academic self-concept and cognitive flexibility compared to the control group (p &lt; .001). No significant differences were found between the two experimental groups in terms of academic self-concept (p = .102) or cognitive flexibility (p = .241). The Bonferroni post-hoc test confirmed that both interventions were equally effective in enhancing the targeted outcomes. Conclusion: The findings indicate that emotional cognitive regulation and self-regulated learning strategies are equally effective in improving academic self-concept and cognitive flexibility in students with specific learning disabilities in reading. Both interventions offer valuable tools for educators to support these students' academic and emotional development.

Results of the empirical study on the relation between emotion regulation factors and the peculiarity of self-injurious behavior in clinical and nonclinical groups are reported. Participants of the research (N=68) comprised two groups: inpatients with borderline personality disorders (N=33; М=44,9, SD=10,8) and control group (N=35; M=39,3, SD=11,2). Methods: the scale of reasons for self-injurious behavior (Polskaya, 2014), Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2002, Rasskazova et al., 2011), the Ways of Coping Questionnaire (Lazarus, Folkman, 1988, Kryukova, Kuftyak, 2004) and Emotional Intelligence questionnaire (Lyusin, 2009). Conclusion: 1) self-injuries are observed both in clinical and nonclinical group; in patients with borderline personality disorders they are related to a certain mental state and/or a wish to change it, whereas in control group self-injuries possess a reactive character; 2) such strategies of cognitive emotion regulation as decreased ability to plan, rumination and catastrophizing, can be regarded as markers of self-injurious behavior; 3) self-injury in patients with borderline personality disorders is related to decreased understanding of emotion, whereas in control group it is related to emotion management and expression; 4) self-injury can execute antisuicidal function and be reinforced by constructive strategies of emotion regulation in the structure of coping behavior or defense mechanisms.

IntroductionThe literature indicates that parental reflective functioning (PRF) is crucial to a good parent-child relationship. Furthermore, genuine parental mentalizing also promotes adaptive emotion regulation in attachment relationships. However, no prior study assessed the relationship between parental mentalizing, emotion regulation and object relation in the early years.ObjectivesWe examined the relationship between PRF, cognitive emotion regulation and perception of the infant among parents of children up to five years old.MethodsIn our cross-sectional, non-clinical study, 136 parents completed the Parental Reflective Functioning Questionnaire, the Cognitive Emotion Regulation Questionnaire and the Mother’s Object Relationship Scale - short form. In our 12 moderator models, we chose the subscales of the parental perception of the infant (invasiveness and warmth) as dependent variables, the subscales of adaptive and non-adaptive strategies of cognitive emotion regulation as independent variables, and the three subscales of PRF (pre-mentalization, interest and curiosity, certainty about mental states) as moderators.ResultsWarmth had a positive, weak correlation with adaptive strategies (r(134) = 0.27, p &lt; 0.007), with certainty in mental states (r(134) = 0.24, p &lt; 0.007) and interest and curiosity (r(134) = 0.23, p &lt; 0.007); the correlation between interest and curiosity and non-adaptive strategies was moderate and positive (r(134) = 0.32, p &lt; 0.007). None of the subscales of PRF moderated the relationship between the subscales of emotion regulation and the perception of the infant. The use of adaptive emotion regulation strategies was more likely to affect the perception of warmth (B = 0.05 (t = 2.0584, p = 0.0415), B = 0.04 (t = 1.7887, p = 0.0760)), and the use of non-adaptive strategies was more likely to affect the perception of invasiveness (B = 0.08 (t = 2.1333, p = 0.0348), B = 0.09 (t = 2.3164, p = 0,0221).ConclusionsOur results suggest that cognitive emotion regulation plays a role in object relation; therefore, we recommend promoting adaptive cognitive emotion regulation strategies among mothers in the early years.Disclosure of InterestNone Declared

Introduction: People who are living with HIV often experience physical as well as psychological challenges. Therefore, the aim of this descriptive, correlational study was to explore the potential mediating role of cognitive emotion regulation strategies in the relationships between early maladaptive schemas, quality of life, and self-care behavior in patients with HIV/AIDS. Methods: In the first half of 2017, patients with HIV/AIDS (N=240) were recruited from an HIV clinic in Tehran, Iran. A self-report questionnaire included the Young Schema Questionnaire-Short Form (YSQSF), Short Form Health Survey (SF-36), short form of Cognitive Emotion Regulation Questionnaire (CERQ), and a self-care behaviors questionnaire. The data analysis involved using advanced statistical techniques for structural equation modeling. Results: There were significant, inverse relationships between all five areas of early maladaptive schemas and positive cognitive emotional regulation strategies, self-care behaviors, and quality of life. Also, there were significant, positive relationships between all five areas of early maladaptive schemas and negative cognitive and emotional regulation strategies. Conclusion: The findings suggest that practical interventions to reduce maladaptive responses may result in healthier outcomes for persons living with HIV.

Introduction. Nowadays, the increasing Internet influence on the personality and the ambiguous nature of this impact frequently result in such negative consequences as Internet addiction, reduced self-control, and dysregulation of the Internet-activity. Therefore, it is becoming more and more relevant to investigate the characteristics of personality regulation of students' network activity. The aim of the current research was to identify personality characteristics, which determine the network activity of students. Methodology and research methods. The current research is based on a subject-personal approach. The following methods were applied: Internet Behaviour Questionnaire (by A. E. Zhichkina); Self-Organisation Activities Questionnaire by E. Yu. Mandrikova (OSD); modified questionnaire (by O. N. Arezdova, L. N. Babanin, A. E. Voiskunsky); questionnaire “Attitudes towards the Internet” (by E. Gubenko); Cognitive Emotion Regulation Questionnaire in the adaptation of O. L. Pisareva and A. Gritsenko; the technique of M. Kernis and A. Paradise “The Contingent Self-Esteem Scale” adapted by T. N. Savchenko, A. G. Faustova; personality questionnaire (TIPI-RU) (by A. S. Sergeeva, B. A. Kirillov, A. F. Dzhumagulova). Results and scientific novelty. For the first time, personality regulation of network activity is considered as a system of personality formation, which includes the following components in its structure: regulatory-behavioural, need-motivational, cognitive-emotional, and reflective-evaluative. General trends in the identified components and the connection of network behaviour strategies with personality characteristics of the student audience are determined. Students are characterised by an understanding of their own goals and their desire to achieve them, a tendency to be consistent and to follow the scheduled structure of the organisation of events, the manifestation of will to achieve goals and developed tactical planning skills. The Internet for students is above all a comfortable environment, where it is possible to feel calm and security, to expand social contacts, to find a new experience. Students are more likely to use effective strategies for cognitive emotion regulation, which are aimed at searching for the ways to overcome adverse situations, at recognising the positive significance of the event for personal growth, as well as at accepting the situation. Respondents' self-esteem is moderately reactive to the impact of situational factors. Students, who prefer network behaviour strategy “Activity in action”, have a generally positive personality profile, they tend to choose favourable strategies of cognitive emotion regulation, and they have personality characteristics such as determination, perseverance, extroversion, openness to new experience. The personal characteristics of young people with the strategy “Activity in the perception of alternatives” and “Internet addiction” are represented by the choice of negative cognitive emotion regulation strategies, situational conditioning of self-attitude, and attitudes toward problematic Internet use. Practical significance. The research results can be used to improve distance learning programmes, additional education courses, as well as to increase the efficacy of regulation of student's network activity in order to prevent Internet addiction.

Adults with asthma who experience difficulties in emotion regulation are prone to developing psychopathological symptoms that may affect their self-management activities and symptom control. The current research investigated the role of psychological flexibility and cognitive emotion regulation strategies in relation to mental health outcomes (psychological distress and quality of life) among patients with asthma in Pakistan. A sample of 200 adults, diagnosed with asthma (32% men, 68% women; Mage = 42.32, SDage = 16.99), completed the acceptance and action questionnaire (AAQ-II) cognitive emotion regulation questionnaire (CERQ), depression, anxiety, stress scale-21 (DASS-21), asthma-related quality of life questionnaire (AQLQ) and a self-structured demographic sheet. Results of Pearson product moment correlation showed that most of the adaptive cognitive emotion regulation strategies (positive refocusing, refocus on planning, and positive reappraisal) were positively correlated with psychological flexibility and quality of life, whereas negatively correlated with psychological distress. All the maladaptive strategies of cognitive emotion regulation had a significant inverse relationship with psychological flexibility and quality of life, while positively correlated with psychological distress. Results of serial mediation analysis through PROCESS MACRO showed that catastrophising and anxiety fully mediated the relationship between psychological flexibility and asthma-related quality of life. Evidence-based interventions should focus on developing psychological flexibility and identifying maladaptive patterns of cognitive emotion regulation strategies for improved mental health and quality of life outcomes for adults with asthma.

Background Cognitive emotional regulation refers to a conscious or unconscious process that affects an individual's emotions and the physical and mental health of the individual. The aim of this study was to detect strategies of cognitive emotional regulation used by physiotherapy students in stressful situations. Methods The study was conducted from January to March 2022 and enrolled 372 students. An announcement was posted electronically on the web page of each physiotherapy study in Croatia, inviting students to participate in the study. Each participant provided written informed consent. The Cognitive Emotion Regulation Questionnaire was used in the study for detecting cognitive emotional strategies that students use in stressful situations. Statistical analysis of data included descriptive statistics of data groups where values were expressed as mean and standard deviation. The Kolmogorov–Smirnov test was used to test the normality of the distribution. To test the differences between two independent groups, the Mann–Whitney U rank sum test was applied, while the non-parametric Kruskal–Wallis test was used to test the differences of several subgroups of variables. Categorical variables were tested with Fischer's exact test or chi-square test. Results The most frequently used emotional cognitive regulation strategies are acceptance and positive reappraisal. There is a statistically significant difference in the use of self-blame (p < .001), rumination (p < .001) and blaming others (p = 0.018) in relation to gender. Also, there is a statistically significant difference in the use of acceptance (p = 0.022), rumination (p < .001) and blaming others (p = 0.049) in relation to the year of study. Conclusion Education of physiotherapy students to the use of adaptive strategies could have a positive effect on the students’ learning quality, their decision–making abilities and the quality of physiotherapy provided to patients. Encouraging physiotherapy students to engage in cognitively adaptive ways of thinking can serve as a solid method to help students in an academic and professional environment.

Objective To examine the characteristics of affective intensity and cognitive emotion regulation in subjects with borderline personality disorder (BPD). Methods The BPD subscale of personality disorder questionnaire(PDQ-4+ )was used to assess the BPD symptoms, the short affective intensity scale (SAIS) and cognitive emotion regulation questionnaire (CERQ) were used to measure affect intensity and cognitive emotion regulation strategy, respectively. 765 subjects with BPD and 776 healthy controls were selected. The independent-samples t test was used to analyze the differences between BPD group and controls and logistic regression analysis was used to examine the related factors affecting the BPD. Results Compared with the control group(negative intensity: (3.08±0.66), negative coping dimension: (37.20±5.94), BPD group got higher scores in negative intensity((3.88±0.74), t=22.29, P 0.8)and negative coping dimension((44.77±6.36), t=24.16, P 0.8). The logistic regression analysis showed that negative intensity(B=1.38, Exp(B)=3.97, 95% CI for EXP(B): 3.15~5.00, P<0.01) and negative cognitive regulations strategy(B=0.19, Exp(B)=1.21, 95% CI: 1.18-1.25, P<0.01) could affect the prevalence of BPD. Conclusion Subjects with BPD traits have more significant negative affective intensity and tend to use negative cognitive regulations strategy. Key words: Borderline personality disorder; Emotional intensity; Cognitive emotional regulation

BackgroundPatients with depression struggle with significant emotion regulation difficulties, which adversely affect their psychological well-being and hinder recovery. Traditional therapeutic approaches often fail to adequately address these challenges, leading to a persistent gap in effective mental health care. This research seeks to address this gap by investigating the impact of emotion regulation skills training on patients with depression.AimTo assess the difficulties in emotion regulation among patients with depression and evaluate the impact of an emotion regulation skills training intervention on those with higher levels of emotion regulation difficulties, specifically focusing on increasing the use of adaptive emotion regulation strategies and reducing the use of maladaptive emotion regulation strategies.MethodA quasi-experimental research design was utilized, using three tools: a socio-demographic and Clinical Data structured interview schedule, Difficulties in Emotional Regulation Scale, and Cognitive Emotion Regulation Questionnaire. Eighty patients with depression were recruited to assess those with higher levels of emotion regulation difficulties; out of those with greater difficulties, 30 patients were chosen to participate in the emotion regulation skills training intervention.ResultThe 80 studied subjects' emotion regulation difficulties scores ranged from 158 to 169 (164.5 ± 3.21), and they indicated less use of adaptive cognitive emotion regulation strategies and more use of maladaptive cognitive emotion regulation strategies (56.07 ± 2.67). Regarding the intervention group, the overall mean score of the 30 patients’ emotion regulation difficulties decreased from 167.35 ± 2.21 pre-intervention to 105.85 ± 3.33 post-intervention (p < 0.0001). Cognitive emotion regulation total scores improved markedly from 54.07 ± 1.66 to 35.2 ± 3.46 (p < 0.01).ImplicationHealthcare providers should routinely assess emotion regulation difficulties in patients with depression and integrate personalized treatment plans that target individual emotion regulation difficulties.ConclusionThe findings suggest that the emotion regulation intervention has the potential to improve emotion regulation difficulties and cognitive emotion regulation strategies among patients with depression.