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Information Journal Paper

Title

ROLE OF MINDFULNESS AND COGNITIVE EMOTION REGULATION STRATEGIES ON PREDICTING THE PSYCHOLOGICAL SYMPTOMS OF MEDICAL STUDENTS

Pages

 Start Page 301 | End Page 308

Abstract

 Aims: Besides many problems during education courses, an increase in the level of STRESS, DEPRESSION, or ANXIETY leads to interferences with the students’ professional roles.Mindfulness and cognitive strategies to regulate emotions positively affect human health in different human classes and different psychological symptoms. The aim of this study was to investigate the differentiation roles of MINDFULNESS and cognitive strategies to regulate emotions in prediction of the psychological symptoms in the medical students.Instrument & Methods: As a descriptive-correlational study, 375 students of Kerman University of Medical Sciences were randomly studied in 2014-15. The study tools were 5-dimension MINDFULNESS Questionnaire, Cognitive Strategies to Regulate the Emotions Questionnaire, and DEPRESSION, ANXIETY, and STRESS Questionnaire. Data was analyzed in SPSS 20 software using Pearson Correlation Coefficient, and Stepwise Regression test.Findings: There was a significant correlation between the emotion regulation strategies and MINDFULNESS and DEPRESSION, ANXIETY, and STRESS (p<0.01).25% of variance changes in DEPRESSION were explained by the emotion regulation negative cognitive strategies (12%), the emotion regulation positive cognitive strategies (9%), and MINDFULNESS (4%).17% of the variance changes in ANXIETY were explained by the emotion regulation negative (12%) and positive (5%) cognitive strategies. 19.3% of the variance changes in STRESS were explained by the emotion regulation negative (17%) and positive (2.3%) cognitive strategies (p<0.05).Conclusion: The effectiveness of cognitive strategies to regulate the emotions and especially, negative cognitive strategies to regulate the emotions is more considerable in explaining the psychological symptoms in the medical students than MINDFULNESS.

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