The Effectiveness of Cognitive Emotion Regulation Strategies on Psychological Hardiness and Friendship Quality among Students

Document Type : Scientific Articles

Authors

1 Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Iran.

2 Ph.D. student in Educational Psychology, University of Tabriz, Tabriz, Iran.

Abstract

The present study aimed to determine the effectiveness of cognitive emotion regulation strategies on students' psychological hardiness and friendship quality. The research method was a semi-experimental design with pre-test, post-test, and follow-up with experimental and control groups. The statistical population included male students from the second year of high school in Khoy city in the academic year 2023-2024. The statistical sample consisted of 40 individuals selected based on cut-off points, with scores below 75 on the Kobasa Psychological Hardiness Scale and scores below 28 on the Hejazi and Zohrehvand Friendship Quality Scale. The participants were selected voluntarily and through convenience sampling, and were divided into two groups: an experimental group and a control group (20 individuals in each group).Data collection tools included the psychological hardiness scale (Kobasa, 1979) and the friendship quality questionnaire(Hijazi & Zohrevand, 2001),. The intervention program of cognitive emotion regulation strategies by Gross and Thompson (2007) was taught to the experimental group for 10 sessions of 90 minutes each, followed by post-test and follow-up assessments of both groups. The data were analyzed using repeated measures analysis of variance with SPSS-23 software. The results showed that cognitive emotion regulation strategies significantly affected psychological hardiness variables and their components, control, commitment, and challenge-seeking, as well as the friendship quality variables and their components, closeness, intimacy, self-disclosure, loyalty, and effective trust (p < .01). Additionally, the effectiveness was sustained at the 4-month follow-up stage. The results of this study indicate that these strategies can be used as an effective intervention method for enhancing psychological hardiness and improving the quality of friendships among adolescents.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 58
May 2025
Pages 200-173

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