Document Type : Research Paper
Authors
1 Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Department of Assessment and Measurement. Faculty of Psychology and education. Allameh Tabataba'i University. Tehran. Iran.
Abstract
The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and test anxiety with the mediation of resilience among teacher-students. The study method was descriptive correlational. The statistical population of the study included all teacher-students of Farhangian University, which 400 of them selected through Convenience Sampling method. After removing incomplete answer sheets, the sample size was 370 included 220 women (59.46%) and 150 men (40.54%). In order to collect data, Sarason’s test anxiety scale (Sarason, 1957), Cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), and Connor- Davidon’ Resilience scale (Connor & Davidon, 2003) were implemented on them. The collected data were analyzed using multiple regression and path analysis. The multiple regression result showed that self-blame, acceptance, rumination, positive reappraisal and catastrophizing significantly predict test anxiety. In a similar way, psychological resilience as a predictor significantly predicted test anxiety negatively. Path analysis was performed to investigate the mediating effect of the psychological resilience variable. According to the results of the regression analysis, the direct effect of Positive refocusing, refocus on Planning, putting into perspective and other blame were not significant. These findings highlight the importance of focusing on mediating role of resilience and cognitive emotion regulation strategies. Resilience training interventions may be developed to help psychologists in order to support students encountering anxiety during the test.
Keywords
Main Subjects
آذرنیا، اکرم، یزدانبخش، کامران و مرادی، آسیه. (1403). نقش واسطه‌ای سرعت پردازش اطلاعات در روابط ساختاری تنظیم شناختی هیجان با سازگاری در دانش‌آموزان دارای اختلال یادگیری خاص. فصلنامه روانشناسی تربیتی، 20(74).
ابوالقاسمی، عباس، بیگی، پروین. (1390). بررسی اثربخشی دو روش آموزشی شناختی رفتاری و مهارت‌های تنظیم هیجان بر خودکارآمدی و سازگاری تحصیلی دانش‌آموزان دارای اضطراب امتحان. فصلنامه روانشناسی تربیتی. 7 (22)، 42-21.
بشارت، محمدعلی و بزازیان، سعیده. (1393). بررسی ویژگی‌های روان‌سنجی پرسشنامه تنظیم شناختی هیجان در نمونه‌ای از جامعه ایرانی. مجله دانشکده پرستاری و مامایی، 84، 61-70.
بیرامی، منصور، اکبری، ابراهیم، قاسمپور، عبدالله و عظیمی، زینب. (1391). بررسی حساسیت اضطرابی، فرانگرانی و مؤلفه‌های تنظیم هیجانی در دانشجویان با نشانگان بالینی اضطراب اجتماعی و بهنجار. مطالعات روانشناسی بالینی، 2 (8)، 69-40.
حق رنجبر، فرخ، کاکاوند، علیرضا، برجعلی، احمد، برماس، حامد. (1390)، تاب‌آوری و کیفیت مادران دارای فرزندان کم‌توان ذهنی، نشریه علوم رفتاری، 1(1).
شریفی باستان، فرنگیس، یزدی، سیده منور، زهرایی، شقایق. (1395). نقش راهبردهای تنظیم شناختی هیجان و عاطفه مثبت و منفی در پیش‌بینی تاب‌آوری زنان مبتلا به سرطان پستان، نشریه روان پرستاری، 4 (2)، 49-38.
شریفی درآمدی، پرویز و قاسم پور، فاطمه. (1402). اثربخشی آموزش ذهن آگاهی مبتنی بر شناخت درمانی بر مقابله با نشخوار فکری و اضطراب امتحان. فصلنامه روانشناسی تربیتی، 19(69)، 164-198.
علمرادنی‌صومعه، سجاد، نوریان‌اقدم، جلیل و هاشمی نصرت‌آباد، ت. (139۴). نقش راهبردهای تنظیم هیجان در پیش‌بینی اضطراب امتحان. پژوهش‌های کاربردی در روانشناسی تربیتی. 2 (1)، 40-29.
صالحی، اعظم، باغبان، ایران، بهرامی، فاطمه و احمدی، سید احمد. (1390). رابطه بین راهبردهای شناختی تنظیم هیجان و مشکلات هیجانی با توجه به عوامل فردی و خانوادگی. مجله مشاوره و روان‌درمانی خانواده. 1 (1)، 19-1.
قاسمی، کبری (1393)، بررسی رابطه مهارت‌های اجتماعی و اضطراب امتحان با عملکرد تحصیلی دانش‌آموزان دختر متوسطه شهر مرودشت، پایان‌نامه کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد مرودشت.
مشهدی، علی، قاسمپور، عبداله، اکبری، ابراهیم، ایل‌بیگی، رضا و حسن‌زاده، شهناز. (1392). نقش حساسیت اضطرابی و تنظیم هیجانی در پیش‌بینی اضطراب اجتماعی در دانشجویان. دانش و پژوهش در روانشناسی کاربردی. 14 (52)، 99-89.
Abolghasemi, A., & Beigi, P. (2011). The effectiveness of two cognitive-behavioral and emotion regulation training methods on self-efficacy and academic adjustment of students with test anxiety. Educational Psychology, 7(22), 21–42. [In Persian]
Almaradni Soumaeh, S., Nourian Aghdam, J., & Hashemi Nosrat Abad, T. (2015). The role of emotion regulation strategies in predicting test anxiety. Applied Research in Educational Psychology, 2(1), 29–40. [In Persian]
Azarnia, A., yazdanbakhsh, K. and moradi, A. (2024). the mediating role of information processing speed in the structural relationships of cognitive emotion regulation with adaptation in students with specific learning disabilities. Educational Psychology, 20(74), 149-177. [In Persian].
Besharat, M. A., & Bazazian, S. (2014). Psychometric properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population. Journal of advances in Nursing and Midwifery, 84, 61–70. [In Persian]
Birami, M., Akbari, E., Ghasempour, A., & Azimi, Z. (2012). A study of anxiety sensitivity, worry, and emotion regulation components in students with clinical symptoms of social anxiety and normal students. Clinical Psychology Studies, 2(8), 40–69. [In Persian]
Bischofsberger, L., Burger, P., Hammer, A., Paulsen, F., Scholz, M., & Hammer, C. (2021). Prevalence and characteristics of test anxiety in first year anatomy students. Annals of Anatomy-anatomischer Anzeiger, 236,151719. https://doi.org/10.1016/j.aanat.2021.151719.
Brans K, et al. The regulation of negative and positive affect in daily life. Emotion. 2013;13(5):926–39.
Burcas, S., & Cretu, R. Z. (2020). Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research. Educational Psychology Review, 33(1), 249–273. https://doi.org/10.1007/s10648-020-09531-3.
Butler EA, Lee TL, Gross JJ. Emotion regulation and culture: are the social consequences of emotion suppression culture-specific? Emotion. 2007;7(1):30–48.
Cai, J., Sun, M., & Wen, M. A. (2017). Effect of Emotion Regulation on Anxiety in Patients Undergoing Functional Endoscopic Sinus Surgery under Acupuncture-drug Compound Anesthesia. Shanghai Journal of Acupuncture and Moxibustion, 36(3), 295-299.
Clark, D. A., Crandall, J. R., & Robinson, D. H. (2018). Incentives and test anxiety may moderate the effect of retrieval on learning. Learning and Individual Differences, 63, 70-77.
Garnefski, N., & Kraaij, V. (2016). Specificity of relations between adolescents’ cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognition & Emotion, 32(7),1401 1408. https://doi.org/10.1080/02699931.2016.1232698.
Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40(8), 1659–1669. https://doi.org/10.1016/j.paid.2005.12.009.
Ghasemi, K. (2014). The relationship between social skills and test anxiety with academic performance of female high school students in Marvdasht [Master’s thesis, Islamic Azad University, Marvdasht Branch]. [In Persian]
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. http://dx.doi.org/10.1037/10892680.2.3.271.
Haq Ranjbar, F., Kakavand, A., Borjali, A., & Bermas, H. (2011). Resilience and quality of life in mothers of children with intellectual disabilities. Journal of health psychology, 1(1), 177–187. [In Persian]
Herzer, F., Wendt, J., & Hamm, A. O. (2014). Discriminating clinical from nonclinical manifestations of test anxiety: A validation study. Behavior Therapy, 45,222–231. https://doi.org/10.1016/j.beth.2013.11.001.
Kavak, F., Özdemir, A. & Dural, G. The Relation between spiritual wellbeing and psychological resilience among patients diagnosed with advanced gastrointestinal cancer. Curr Psychol 40, 1788–1794 (2021). https://doi.org/10.1007/s12144-018-0116-0.
Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219.
Li, H., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X., & Pan, C. (2021). The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience. Annals of General sychiatry, 20(1). https://doi.org/10.1186/s12991-021-00360-4.
Li, L., Hou, Y. T., Kang, F., & Wei, X. (2020). The mediating and moderating roles of resilience in the relationship between anxiety, depression, and post-traumatic growth among breast cancer patients based on structural equation modeling. Medicine, 99(50), e23273. https://doi.org/10.1097/md.0000000000023273.
Li LB, et al. The mediating and moderating roles of resilience in the relationship between anxiety, depression, and post-traumatic growth among breast cancer patients based on structural equation modeling: an observational study. Medicine. 2020;99(50): 23273.
Mashhadi, A., Ghasempour, A., Akbari, E., Eilbeigi, R., & Hasanzadeh, Sh. (2013). The role of anxiety sensitivity and emotion regulation in predicting social anxiety in students. Knowledge and Research in Applied Psychology, 14(52), 89–99. [In Persian]
Moltrecht B, et al. Effectiveness of current psychological interventions to improve emotion regulation in youth: a meta-analysis. Eur Child Adolesc Psychiatry. 2021;30(6):829–48.
Putwain, D. W., Loderer, K., Von Der Embse, N. P., Suldo, S. M., & Daumiller, M. (2021). Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? Journal of School Psychology, 88, 47–67. https://doi.org/10.1016/j.jsp.2021.08.001.
Roos, A., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2020). Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis. Educational Psychology Review, 33(2), 579–618. https://doi.org/10.1007/s10648-020-09543-z.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance—Do gender and test anxiety matter? Learning and Individual Differences, 38, 90-98.
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi, S. A. (2011). The relationship between cognitive emotion regulation strategies and emotional problems regarding individual and family factors. Family Counseling and Psychotherapy Journal, 1(1), 1–19. [In Persian]
Sharifi Bastan, F., Yazdi, S. M., & Zahraei, Sh. (2016). The role of cognitive emotion regulation strategies and positive and negative affect in predicting resilience in women with breast cancer. Journal of Psychiatric Nursing, 4(2), 38–49. [In Persian]
Sharifi daramadi, P. and Ghasempoor, F. (2023). The Effectiveness of Cognitive Therapy-Based Mindfulness Training on Coping with Rumination and Exam Anxiety. Educational Psychology, 19(69), 164-198. [In Persian]
Troy, A. S., & Mauss, I. B. (2011). Resilience in the face of stress: Emotion regulation as a protective factor. In S. M. Southwick, B. T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and mental health: Challenges across the lifespan (pp. 30–44). Cambridge, UK: Cambridge University Press.
Tsegay, L., Shumet, S., Damene, W., G, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1859-5.
Ugwuanyi, C. S., Ede, M. O., Onyishi, C. N., Ossai, O. V., Nwokenna, E. N., Obikwelu, L. C., Ikechukwu-Ilomuanya, A. B., Amoke, C., Okeke, A. O., Ene, C. U., Offordile, E. E., Ozoemena, L. C., & Nweke, M. L. (2020). Effect of cognitive-behavioral therapy with music therapy in reducing physics test anxiety among students as measured by generalized test anxiety scale. Medicine, 99(17), e16406. https://doi.org/10.1097/md.0000000000016406.
Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: a 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048.
Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M. F., Romano, D. M., Perry, A. M., & Triplett, V. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71. https://doi.org/10.1007/s12310-010-9032-7.
Wells A. Emotional disorders and met cognition: Innovative cognitive therapy. Chichester: Wiley and sons; 2000: 13-85.
Wu D, et al. Organizational stressors predict competitive trait anxiety and burnout in young athletes: testing psychological resilience as a moderator. Curr Psychol. 2021. https://doi.org/10.1007/s12144-021-01633-7.
Zhang, C., Gao, R., Tai, J., Li, Y., Chen, S., Chen, L., Cao, X., Wang, L., Jia, M., & Li, F. (2019). The relationship between self-perceived burden and posttraumatic growth among colorectal cancer patients: The mediating effects of resilience. BioMed Research International, Article ID 6840743. https://doi.org/10.1155/2019/6840743.
)