Modeling causal relationships between cognitive emotion regulation strategies, psychological well-being, and academic performance among university students

Document Type : Original Article

Author

Nceee

Abstract

The current study aimed to reveal the relationship between cognitive emotion regulation strategies, psychological well-being and academic performance among university students, and to verify the constructivist model that explains the direct and indirect effects of cognitive emotion regulation strategies, psychological well-being and academic performance. The study sample consisted of (389) male and female students, distributed into (155) male students and (234) female students from Imam Muhammad bin Saud University. The results revealed a negative relationship between academic performance and some negative cognitive emotion regulation strategies such as rumination, catastrophic thinking, blaming others, and there was a positive relationship between academic performance and all positive cognitive emotion regulation strategies and the total degree. And there was no relationship between personal growth and a purposeful life as one of the dimensions of psychological well-being, and between the positive refocusing strategy as one of the positive cognitive emotion regulation strategies.. The results also reached to a causal model that explains the causal relationships between cognitive emotion regulation strategies, psychological well- being and academic performance among university students.

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References

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