الاستراتيجيات المعرفية لتنظيم الانفعال و علاقتها بالهناء الذاتي الدراسي لدى تلاميذ المرحلة الابتدائية

Abstract EN

The study was designed to identify the relationship between cognitive strategies to regulate the self-confidence and self-confidence of the primary school students.

The study sample consisted of (250) students and students, 130 students and 120 students who were selected from sixth grade pupils in some primary schools North Jeddah, Saudi Arabia, and adopted the study on the measure of cognitive strategies to regulate emotion (for children) Garnefski, et al.

(2007) (Arabization of the researcher), measure self-confidence curriculum, preparation of the hyena (2016).

The results of the study were as follows: 1) Primary students of the study sample used different cognitive strategies in organizing their emotions.

2) High level of self-confidence in the sample of primary school students.

3) Positive correlation and statistical function at level (0, 01) between the self-study and the overall degree of adaptive cognitive strategies to regulate emotion, the existence of a negative correlative relationship and statistical function at the level of (0.01) between self-confidence and the total degree of non-adaptive cognitive strategies to regulate emotion.

4) The absence of statistically significant differences between males and females in cognitive strategies to regulate decay on sub-strategies, overall degree of adaptive strategies, and overall degree of non-adaptive strategies.

5) Cognitive strategies contribute to regulation of emotion (receptivity, vision) Position on the other hand, refocusing on planning, and blame others) in predicting the self-relativity of primary school students.