Building A Model of Causal Relationships Between Mindfulness, Cognitive Regulation Strategies for Emotions, and Reflective Thinking Skills among University Students

Mohammed, Hany F.

doi:10.21608/jsre.2025.366879.1778

Building A Model of Causal Relationships Between Mindfulness, Cognitive Regulation Strategies for Emotions, and Reflective Thinking Skills among University Students

Document Type : Original Article

Author

Hany F. Mohammed

Associate Professor of Educational Psychology, Educational Psychology Department, Faculty of Education, Helwan University, Egypt

10.21608/jsre.2025.366879.1778

Abstract

The current research aimed to build a model of causal relationships between mindfulness and cognitive-emotional regulation strategies and reflective thinking skills among university students, on a sample of (287) male and female students of the Faculty of Education, Helwan University, with an average age of (19.47) and a standard deviation of (2.33), and the mindfulness scale was applied prepared by the researcher, and the cognitive regulation scale of emotions prepared by the researcher, and the reflective thinking scale prepared by the researcher, and the researcher used the descriptive approach to the analysis, due to its suitability to the nature of the research problem, The results of the research resulted in the suitability of the proposed constructivist model for causal relationships between mindfulness, cognitive-emotional regulation strategies and reflective thinking skills among university students. As well as the absence of a statistically significant effect of mindfulness in its sub-dimensions directly in reflective thinking in its sub-dimensions, as well as the results of the research resulted in the existence of a statistically significant effect of mindfulness in its sub-dimensions directly in the cognitive-emotional organization in its sub-dimensions, and the existence of a statistically significant effect of cognitive-emotional organization in its sub-dimensions directly in reflective thinking in its sub-dimensions, and also the presence of a statistically significant effect of mindfulness in its sub-dimensions in reflective thinking indirectly, through its impact on organization Cognitive-emotional.

Keywords

Main Subjects

Educational psychology

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