Cognitive emotion regulation

Hearing impairment affects all aspect of individual's life, while applying cognitive rehabilitation program based on memory has been associated with effective outcomes. Present study was aimed to determine the effectiveness of cognitive rehabilitation program based on memory on executive functions and cognitive emotion regulation in students with hearing impairment. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 26 girl children with hearing impairment from schools in Isfahan city using convenient method. Subjects were divided into experimental and control groups, each group consisting of 13 children. The experimental group received 10 sessions of cognitive rehabilitation program, while the control group did not. The instruments were Nejati cognitive abilities questionnaire (2013) and Garnefski & Kraaij cognitive emotion regulation questionnaire (2006). Data were analyzed by MANCOVA. The results showed that cognitive rehabilitation program had a significant effect on executive functions and cognitive emotion regulation of subjects. According to the findings, cognitive rehabilitation program based on memory improved executive functions and cognitive emotion regulation in students with hearing impairment. So, this program can be used to improve executive functions and cognitive emotion regulation of these students and planning for providing of cognitive rehabilitation program based on memory for them have particular importance.

Die Paneurhythmie ist ein universelles motorisches Praktikum für die Gesundheit des Körpers, der Vernunft, der Emotionen und des Geistes des Menschen. Sie verfügt über einen beeindruckenden seiner Effektivität nach positiven Einfluss auf den Menschen auf physischem, psychischem und sozialem Feld.
Die Paneurhythmie erscheint und entwickelt sich als ein System von Übungen im kulturellen Umfeld eines alten europäischen und christlichen Staates. Sie ist ein anziehendes europäisches psycho-physisches und geistiges Praktikum, dem Yoga in Asien ähnlich, aber aus der christlichen Tradition und dem westlichen Kulturerbe stammend, und deshalb kann man die Paneurhythmie „Yoga des Westens“ nennen.
Die Paneurhythmie weckt die Aufmerksamkeit von Menschen aus der ganzen Welt, die sie in Kursen erlernen und praktizieren. Noch bevor 80 Jahren seit ihrer Erscheinung vergangen sind, ist sie bereits auf allen fünf Kontinenten anwesend. Sie verfügt über ein bewundernswertes Potenzial, das Leben der Menschen sinnvoller, fröhlicher und schöner zu machen und Menschen verschiedener Rassen, Geschlechter, Alter, Nationalität und Glaubensbekenntnisse zu vereinigen.
Die Monographie, deren Resümee Sie lesen, ist die erste ihrer Art theoretische und empirische Studie der Paneurhythmie, die detailliert die Mechanismen ihrer Auswirkung verfolgt und die Ergebnisse der neuesten Forschungen des unikalen bulgarischen Modells der motorischen Aktivität darstellt.
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Der vorliegende Text stellt ein Resümee des Buches „Paneurhythmie, Gesundheit und Wohlergehen. Ein bulgarisches Modell von motorischer Aktivität“ von Ludmila Chervencova dar, das 2013 in Sofia vom Verlag der St.-Kliment-Ochridski-Universität, Sofia (auf Bulgarisch) veröffentlicht wurde.

The spread of Coronavirus seems to be an important challenge for health care systems in Iran. Cognitive emotion regulation and distress tolerance are thought to be the variables that can have a significant impact on mental health and quality of life in the elderly during the outbreak of coronavirus. Consequently, this study aimed to investigate the mediating role of distress tolerance in the relationship between cognitive emotion regulation and Corona disease anxiety (CDA) in the elderly. The research method was correlational, of path analysis type. The statistical population included all the elderly living in Sanandaj, Iran in 2021, among whom 300 were selected using convenience sampling method. Data were collected using Alipour et al.'s CDA Scale, Garnefski & Kraaij's Cognitive Emotion Regulation Questionnaire, and Simons & Gaher's Distress Tolerance Questionnaire, and were analyzed using Pearson's correlation method and path analysis in Amos software. The results demonstrated that the model fits the research data. According to the results, the path of positive cognitive emotion regulation strategies to CDA was mediated by distress tolerance (β=-0.17, P<0.05) and the path of negative cognitive emotion regulation strategies to CDA was mediated by distress tolerance (β=0.25, P<0.01) significantly. According to the results of the current research, it can be said that targeting the three components of positive and negative cognitive emotion regulation as well as distress tolerance in relation to treatments and psychological services can be effective for the elderly during the spread of coronavirus.

Bu araştırmada akran zorbalığına maruz kalan lise öğrencilerinin bilişsel
esneklik düzeyleri ve bilişsel duygu düzenleme stratejileri arasındaki ilişkinin
incelenmesi amaçlanmıştır. Ayrıca bu değişkenlerin cinsiyet, sınıf, okul türü, okuldaki
başarı durumu ve arkadaşlık ilişkisi değişkenlerine göre bir farklılık gösterip
göstermediği incelenmiştir.
Araştırmanın örneklemini lise birinci ve lise ikinci sınıfa devam eden 114 erkek
ve 286 kız olmak üzere toplam 400 öğrenci oluşturmaktadır. Araştırmada veriler
“Akran Zorbalığını Belirleme Ölçeği”, “Bilişsel Esneklik Ölçeği”, “Bilişsel Duygu
Düzenleme Ölçeği” ve araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu”
kullanılarak elde edilmiştir. Verilerin istatistiksel analizleri sosyal bilimler için
istatistik paket programı (SPSS 25) kullanılarak yapılmış ve verilere araştırma için
uygun olan Kolmogorov Smirnov, Mann-Whitney-U, Kruskal Wallis-H testi ve
Spearman Korelasyon Analizi uygulanmıştır.
Araştırmadan elde edilen bazı bulgulara göre erkek öğrenciler Akran Zorbalığı
Belirleme Ölçeği’nin korkutma/sindirme, alay ve açık saldırı alt boyutlarında daha
fazla zorbalığa maruz kalmaktadır. Okul başarısı kötü olan, arkadaşlık ilişkisi kötü
olan ve Mesleki ve Teknik Lise’lerde okuyan öğrenciler daha fazla zorbalığa maruz
kalmaktadır. Okul başarısı ve arkadaşlık ilişkisi iyi olan öğrencilerin bilişsel esneklik
düzeyleri daha yüksektir. Bilişsel Duygu Düzenleme Ölçeği’nin “Plana tekrar
odaklanma” alt boyutunda erkek öğrencilerin ve arkadaşlık ilişkisi çok iyi olan
öğrencilerin daha fazla puan aldığı görülmüştür. Akran Zorbalığı Belirleme Ölçeği ile
Bilişsel Esneklik Ölçeği’nden alınan puanlar arasında negatif yönlü orta seviyede bir
ilişki bulunmuştur. Akran Zorbalığı Belirleme Ölçeği ile Bilişsel Duygu Düzenleme
Ölçeği’nin bazı alt boyutları arasında ise pozitif ve negatif yönde değişen ilişkiler
bulunmuştur.
Araştırmanın sonucuna göre akran zorbalığına maruz kalma düzeyi arttıkça
bilişsel esneklik düzeyi azalmakta ve uyumsuz bilişsel duygu düzenleme stratejilerini
kullanma düzeyi artmaktadır. Araştırma konusu ile ilgili daha büyük örneklem
grubunda çalışmalara ihtiyaç duyulmaktadır.
Anahtar Kelimeler: Akran zorbalığı, bilişsel esneklik, bilişsel duygu düzenleme

In this study, it is aimed to examine the relationship between cognitive flexibility
levels and cognitive emotion regulation strategies of high school students who were
exposed to peer bullying. In addition, it is examined whether these variables differ
according to gender, class, school type, school achievement and friendship relations.
The sample of the study consists of 400 students, including 114 boys and 286
girls, who are in the first and second year of high school. The data in the study were
obtained using "Peer Bullying Scale", "Cognitive Flexibility Scale", "Cognitive
Emotion Regulation Scale" and "Personal Information Form" prepared by the
researcher. Statistical analysis of the data was performed using the statistics package
program for social sciences (SPSS 25) and Kolmogorov Smirnov, Mann-Whitney-U,
Kruskal Wallis-H test and Spearman Correlation Analysis, which are suitable for
research, were applied to the data.
According to some findings obtained from the study, students with poor school
success, poor friendship relations and who are studying at Vocational and Technical
High Schools are exposed to more bullying. Students with good school success and
friendship relationships have higher levels of cognitive flexibility. Furthermore, in the
"Refocus on Planning" sub-dimension of the Cognitive Emotion Regulation Scale, it
was observed that male students and students with high level of friendship relations
received higher scores. A moderate negative relationship was found between the Peer
Bullying Scale and the scores obtained from the Cognitive Flexibility Scale and
positive and negative relationships were found between the Peer Bullying Scale and
some sub-dimensions of the Cognitive Emotion Regulation Scale.
According to the results of the study, as the level of peer bullying increases, the
level of cognitive flexibility decreases and the level of using maladaptive cognitive
emotion regulation strategies increases. Larger sample group are needed fot the studies
on the research subject.
Keywords: Peer bullying, cognitive flexibility, cognitive emotion regulation

Background/Aim. Breast cancer is often accompanied by patients? unpleasant emotional states, which can significantly affect both the undergoing treatment and the quality of life of patients. The aim of this study was to examine the mediating role of cognitive emotion regulation strategies in relation between emotional distress and various aspects of patients? quality of life, which would further indicate different psychotherapeutic interventions in psycho-oncological practice. Methods. The sample consisted of 97 breast cancer patients. Emotional distress was measured by the Depression Anxiety Stress Scale (DASS-21), cognitive emotion regulation strategies were measured using the Cognitive emotion Regulation Questionnaire (CERQ-36), while various aspects of health related quality of life were assessed using the Functional Assessment of Cancer Therapy-Breast (FACT-B) questionnaire. Multiple simultaneous mediations between variables were established using the process macro INDIRECT for...

Objective: The purpose of this study was to investigate the relationship of psychological wellbeing
with variables of mindfulness and emotion regulation strategies, and then to identify
which one predicts better psychological well-being.
Methods: We used a descriptive-analytical design for this study. A total of 243 students from 3
Tehran universities were selected using the convenience sampling method. Three measurement
instruments were used in this study: mindful attention awareness scale (MAAS), cognitive
emotion regulation questionnaire (CERQ), and psychological well-being scale (PWS).
The statistical analysis included the Pearson correlation coefficient and stepwise regression
analysis. Study variables were calculated with SPSS ver. 19.
Results: The results indicated that mindfulness and psychological well-being are positively
correlated to most of the more adaptive cognitive emotion regulation strategies and
negatively correlated to most of the less adaptive ones. In the fifth model of regression
analysis, positive reappraisal (Beta=0.27), catastrophizing (Beta=-0.24), refocus on planning
(Beta=0.24), mindfulness (Beta=0.22), and acceptance (Beta=-0.10) were the best predictors
of psychological well-being, consecutively, and together accounted for 46% of the variance.
Conclusion: Higher mindfulness and using more adaptive cognitive emotion regulation
strategies are associated with higher psychological well-being. Regression analysis also
suggests that higher levels of positive reappraisal, refocusing on planning, mindfulness, lower
levels of catastrophizing, and acceptance predict higher levels of psychological well-being.

AIM: The aim of this study was to investigate the relationship between cognitive emotion relation and tendency to addiction in adolescents in Isfahan, Iran. METHOD: The participants of the study were all 14–17‑year‑old students in Isfahan. Four hundred participants were selected as the sample group with the use of multistage cluster sampling. The instruments included in the study were questionnaires of cognitive emotion regulation [1] and tendency to drug abuse. [2] The data were analyzed through correlation coefficient and regression analysis. Regression analysis indicated that there was a significant relationship between all the components of cognitive emotion regulation and tendency toward addiction in adolescents (P < 0.001). FINDING: The findings of the study showed that the difficulty in emotion management being resulted by the problems of drug abusers, and this condition leads to a failure in the management of individual emotional states. Furthermore, considerable importance of emotion regulation in the psychopathology of these individuals was not indicated. CONCLUSION: It can be concluded that the investigation of the emotional factors in relation with individuals' tendency toward addiction was significant, and in the field of prevention of drug dependence, education could help individuals in improving emotion regulation.

The study aimed to investigate whether cognitive emotion regulation in children varies with parenting style, family type and gender. Toward this end, cognitive emotion regulation and perceived parenting style of 206 school children were measured. Standard regression analyses of data revealed that the models were significant and explained 17.3% of the variance in adaptive emotion regulation (Adjusted R2=0.173; F=9.579, p&lt;.001), and 7.1% of the variance in less adaptive emotion regulation (Adjusted R2=.071, F=4.135, p=.001). Results showed that children’s cognitive emotion regulation is functionally associated with parenting style, but not with family type and their gender. Amongst three types of parenting, authoritative parenting was the strongest predictor of the overall adaptive emotion regulation while authoritarian parenting was the strongest predictor of the overall less adaptive emotion regulation. Permissive parenting has impact neither on adaptive nor on less adaptive emot...

Intimacy is an important component of interpersonal relationship. The Miller Social Intimacy Scale (MSIS) was developed (Miller & Lefcourt, 1982) to measure social intimacy, to quantify the degree of emotional closeness a person felt toward another person. The aim of this study was to translate the MSIS into Bangla and validate in Bangladeshi culture. Data were collected from 177 university students (77 females and 100 males) using survey method. Exploratory factor analysis (EFA) of the data from 172 participants (who provided complete responses) identified a two factor structure of the MSIS with 12 items. The Two factors namely ‘Frequency’ of intimate contact, and ‘Intensity’ of intimate relations together explained 49.20% of the total variance. The MSIS and its factors showed good internal consistency (Cronbach’s α = .83 for the MSIS, .75, for ‘Frequency’ dimension and .79 for ‘Intensity’ dimension), strong convergent and discriminant validity. Thus, the Bangla version MSIS appear...

The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.

The way how emotions are experienced, modulated and manifested in a number of research and theories of psychopathology it is considered as significant predictor of various psychopathological manifestations. Many theorists believe that individuals who cannot effectively manage their emotional responses are experiencing more intense distress, which in certain circumstances can lead to clinical levels of depression and anxiety. Within patients with psychosomatic disorders this is an additional proof that shows that maladaptive way of regulating emotions is the cause of various physical diseases of somatic nature. On a sample of 100 participants who reported on psychosomatic disorders further questionnaires were applied: The Scale of Depression, Anxiety and Stress (DASS-21), operationalized by the three subscales, and Cognitive Emotion Regulation Questionnaire (CERQ) with its nine subscales related to the adaptive, and the maladaptive strategies (self-blame, acceptance, rumination, re-f...

The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.

Objectives: Cognitive emotion regulation plays an important role in the emotional intelligence of students with hearing impairment. The present study was conducted to determine the effect of cognitive emotion regulation on emotional intelligence in students with hearing impairment.
Methods: The present study was a quasi-experimental research with pre-test-post-test and control group design. This sample consisted of 30 students with a hearing impairment aged 16-20 years from the deaf school of Mir in Isfahan City, Iran in the 2018-2019 academic year. They were selected by convenient sampling method. The subjects were randomly divided into the intervention and control groups, and each group consisted of 15 students. The intervention group received a cognitive emotion regulation program in 8 sessions (45 minutes per session), while the control group did not participate in this intervention and was kept in the waiting list. Data gathering tools were an emotional intelligence test, administered before and after the training sessions. The obtained data were analyzed using a multivariate analysis of covariance and analysis of covariance in SPSS.
Results: The results indicated that cognitive emotion regulation had a positive and significant effect on emotional intelligence and its subscales of students with hearing impairment in the intervention group after the intervention (P<0.0001).
Discussion: Cognitive emotion regulation improved the emotional intelligence of students with hearing impairment. This program facilitates the improvement of the emotional intelligence in these students. Thus, paying attention to the cognitive emotion regulation program is essential for students with hearing impairment.

Abstract

The purpose of this study was to investigate the Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students. The research method was a semi-experimental pre-test and post-test with control group. The statistical population consisted of all girls students of secondary school in the 24th district of Tehran in 2017-2018. In the sample group, 40 girls high school students were selected through simple random sampling and were replaced in two groups (control and intervention). At first, emotional regulation questionnaires (Garnofski &et al., 2001) and negligence (Tuckman, 1991) were performed for both groups (pre-test). Then, the intervention group received a Positive Thinking Program in 8 sessions of 90 minutes and once a week, while the control group did not receive any educational intervention. After this stage, both groups were re-evaluated with the questionnaire (retest). Data was analyzed using multivariate covariance analysis in SPSS software version 22. The results showed that the implementation of positive thinking training has a significant effect on emotional regulation (p <0/01). Also, the results showed that the implementation of positive thinking training has a significant effect on academic procrastination (p <0/01).

Background/Aim. Breast cancer is often accompanied by patients? unpleasant emotional states, which can significantly affect both the undergoing treatment and the quality of life of patients. The aim of this study was to examine the mediating role of cognitive emotion regulation strategies in relation between emotional distress and various aspects of patients? quality of life, which would further indicate different psychotherapeutic interventions in psycho-oncological practice. Methods. The sample consisted of 97 breast cancer patients. Emotional distress was measured by the Depression Anxiety Stress Scale (DASS-21), cognitive emotion regulation strategies were measured using the Cognitive emotion Regulation Questionnaire (CERQ-36), while various aspects of health related quality of life were assessed using the Functional Assessment of Cancer Therapy-Breast (FACT-B) questionnaire. Multiple simultaneous mediations between variables were established using the process macro INDIRECT for...

Objectives This study aimed to examine the mediating role of cognitive emotion regulation in the relationship of early maladaptive schemas with spouse abuse. Methods In this descriptive-correlational study, 324 married adults (226 females, 98 males) living in Tehran, Iran in 2017 were selected using a convenience sampling technique. They completed the revised Conflict Tactics Scales (CTS-2), the Young Scale Questionnaire-Short Form (YSQ-SF), and the Cognitive Emotion Regulation Questionnaire (CERQ). Collected data were analyzed using Pearson correlation test and Structural Equations Modeling (SEM) in AMOS software. Results The results of SEM showed a direct significant path from early maladaptive schemas to cognitive emotional regulation, and from cognitive emotional regulation to spouse abuse. There were also significant indirect paths from the first, second, and third domains of early maladaptive schemas to spouse abuse mediated by negative cognitive emotion regulation strategies with a path coefficients of 0.13, 0.16, and 0.13, respectively. The final structural model was a good-fitting model (X 2 /dF=1.595, Root Mean Square Error of Approximation = 0.045, Comparative Fit Index =0.953). Conclusion The relationship between early maladaptive schemas and spouse abuse is not linear; it is mediated by cognitive emotion regulation.

Intimacy is an important component of interpersonal relationship. The Miller Social Intimacy Scale (MSIS) was developed (Miller & Lefcourt, 1982) to measure social intimacy, to quantify the degree of emotional closeness a person felt toward another person. The aim of this study was to translate the MSIS into Bangla and validate in Bangladeshi culture. Data were collected from 177 university students (77 females and 100 males) using survey method. Exploratory factor analysis (EFA) of the data from 172 participants (who provided complete responses) identified a two factor structure of the MSIS with 12 items. The Two factors namely ‘Frequency’ of intimate contact, and ‘Intensity’ of intimate relations together explained 49.20% of the total variance. The MSIS and its factors showed good internal consistency (Cronbach’s α = .83 for the MSIS, .75, for ‘Frequency’ dimension and .79 for ‘Intensity’ dimension), strong convergent and discriminant validity. Thus, the Bangla version MSIS appear...

The purpose of this study was to investigate the Effectiveness of compassion-based therapy on cognitive emotion regulation, shame and guilt-proneness and mindfulness components in patients with mixed anxiety- depression disorder. The present study was a semi-experimental pre-test and post-test with control group. The statistical population of the study included all patients with mixed anxiety- depression disorder in Isfahan. The sample size of the study consisted of 24 people with mixed anxiety- depression disorder, who were selected by purposeful sampling method. They were randomly divided into two groups experimental and control. They were evaluated with cognitive emotional regulation strategy scales, Five Facet Mindfulness Questionnaire (FFMQ) and Self-Conscious Affect (TOSCA) Questionnaire. The experimental group received group compassion-based therapy intervention for 2 months (8 sessions of 90 minutes) while the control group received no training at all. The results of covaria...

The aim of the present study is the predict of worry based on behavioral activation and inhibition systems, cognitive emotion regulation strategies and intolerance of uncertainty in students. In terms of objective, this study is off is study is the fundamental type, and in terms of data collection, it is of the correlation type. For this purpose, 200 students were selected using convenience sampling (available sampling) from Masters students at the Islamic Azad University of Tabriz in 2014-2015 school year. The participants were asked to answer the measures of behavioral activation and inhibition systems (BAS/BIS), Cognitive Emotion Regulation Questionnaire (SERQ), intolerance of uncertainty Scale (IUS) and the Penn state worry Questionnaire (PSWQ). Data were analyzed by the analysis of variance and stepwise regression. Results showed that there was a significant positive correlation between the variables of behavioral inhibition system, negative cognitive emotion regulation strategies, and intolerance of uncertainty in one hand, and worry in another hand (p<0.01), and there was a negative significant relationship between the positive strategies of cognitive emotion regulation and worry (p<0.01). These variables were able to predict 1/54 of the total variance of concern (p<0.001). In addition, the relationship between the behavioral activator system variable and worry was not significant. Worry is related to a variety of negative consequences, including a high degree of emotional reactivity and inefficient regulation styles. Thus, the findings of this study have practical implications in the clinical arena.

The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students

Objectives: Cognitive emotion regulation plays an important role in the emotional intelligence of students with hearing impairment. The present study was conducted to determine the effect of cognitive emotion regulation on emotional intelligence in students with hearing impairment. Methods: The present study was a quasi-experimental research with pre-test-post-test and control group design. This sample consisted of 30 students with a hearing impairment aged 16-20 years from the deaf school of Mir in Isfahan City, Iran in the 2018-2019 academic year. They were selected by convenient sampling method. The subjects were randomly divided into the intervention and control groups, and each group consisted of 15 students. The intervention group received a cognitive emotion regulation program in 8 sessions (45 minutes per session), while the control group did not participate in this intervention and was kept in the waiting list. Data gathering tools were an emotional intelligence test, admin...