Cognitive emotion regulation strategies as predictors of academic achievement among university students
Other Title(s)
استراتيجيات التنظيم المعرفي الانفعالي كمتنبئات في التحصيل الأكاديمي لدى عينة من طلبة الجامعة الهاشمية
Author
al-Badarin, Ghalib Salman Ilayyan
Source
Journal of Educational and Psychological Studies
Issue
Vol. 10, Issue 4 (31 Oct. 2016), pp.680-686, 7 p.
Publisher
Sultan Qaboos University College of Education
Publication Date
2016-10-31
Country of Publication
Oman
No. of Pages
7
Main Subjects
Educational Sciences
Psychology
Topics
Abstract EN
The purpose of this study was to investigate the impact of cognitive emotion regulation strategies on academic achievement of university students in Jordan.
A random sample of 386 students from the Hashemite University participated in the current study.
The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies.
The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement.
It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.
American Psychological Association (APA)
al-Badarin, Ghalib Salman Ilayyan. 2016. Cognitive emotion regulation strategies as predictors of academic achievement among university students. Journal of Educational and Psychological Studies،Vol. 10, no. 4, pp.680-686.
https://search.emarefa.net/detail/BIM-720861
Modern Language Association (MLA)
al-Badarin, Ghalib Salman Ilayyan. Cognitive emotion regulation strategies as predictors of academic achievement among university students. Journal of Educational and Psychological Studies Vol. 10, no. 4 (Oct. 2016), pp.680-686.
https://search.emarefa.net/detail/BIM-720861
American Medical Association (AMA)
al-Badarin, Ghalib Salman Ilayyan. Cognitive emotion regulation strategies as predictors of academic achievement among university students. Journal of Educational and Psychological Studies. 2016. Vol. 10, no. 4, pp.680-686.
https://search.emarefa.net/detail/BIM-720861
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 685-686
Record ID
BIM-720861