استراتيجيات تنظيم الانفعال معرفيا و علاقتها بالصمود الأكاديمي لدى طالبات جامعة الطائف

Abstract EN

The current research aimed to identify the most common cognitive emotion regulation strategies in female students of Taif University, to identify degree of the academic resilience in female students of Taif University, to disclose the relationship between the positive cognitive emotion regulation strategy and academic resilience in female students of Taif University, to disclose the relationship between the negative cognitive emotion regulation strategy and academic resilience in female students of Taif University and to identify the differences between the average measuring degrees of the academic resilience in female students of Taif University depending on socioeconomic situation variable (residence, marital status, monthly income), study level variable (first, second-seventh, eighth), and grade point average variable (Excellent, Very Good, Good, Pass) The sample consisted of (403) female students from Taif University.

The Descriptive Correlative Approach was used and the researcher standardize a scale for the Cognitive Emotion Regulation Strategies (Garnefski, Kraaiji, 2007), arabized by (Afana 1439).

The researcher also prepared the academic resilience scale, To answer to research hypotheses, One Way Analysis of Variance, Pearson's Correlation Coefficient and Scheffe Test were used.

The results have concluded that the most common cognitive emotion regulation strategies in the research sample are represented respectively as follow ; positive reappraisal, refocus on planning, rumination, acceptance, positive refocusing, putting into perspective, self blame, catastrophizing and others blame, and degree of the academic resilience was in high in the research sample.Results of the research also demonstrated that there is positive statistically significant correlational relationship between degrees of the positive cognitive emotion regulation strategies and degrees of the academic resilience in the research sample, that there is positive statistically significant correlational relationship between degrees of the negative cognitive emotion regulation strategies and degrees of the academic resilience in the research sample, while results of the research show that there are not statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on socioeconomic situation variable (residence, marital status, monthly income) and study level variable (first, second -seventh, eighth), while there were statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on grade point average in favor of the persons, who has higher grade point average.

The researcher concluded to many recommendations and proposals, holding the workshops, seminars for students of the University to develop the emotional regulation in them in the situation that they pass through.

correlational relationship between degrees of the positive cognitive emotion regulation strategies and degrees of the academic resilience in the research sample, that there is positive statistically significant correlational relationship between degrees of the negative cognitive emotion regulation strategies and degrees of the academic resilience in the research sample, while results of the research show that there are not statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on socioeconomic situation variable (residence, marital status, monthly income) and study level variable (first, second-seventh, eighth), while there were statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on grade point average in favor of the persons, who has higher grade point average.

The researcher concluded to many recommendations and proposals, holding the workshops, seminars for students of the University to develop the emotional regulation in them in the situation that they pass through.