چکیده:
Objective: It seems that emotion regulation strategies and fear of positive evaluation are
among psychological components. Which play critical role in anxiety disorders. The present
study predicted school anxiety based on emotion regulation strategies and fear of positive
evaluation in female students in Savadkouh Iran.
Methods: This study is a descriptive-correlative research. A total of 110 first grade high
school female students in Savadkouh City participated in this study from 2012 to 2013. The
study sample was randomly selected using multiple-stage clustering. The participants filled
out Emotion Regulation questionnaire, Fear of Positive Evaluation Scale and Anxiety School
Subscale of The Screen for Child Anxiety Related Emotional Disorders. Then, the collected
data were analyzed by SPSS 21 and Pearson correlation coefficient and regression analysis
were calculated.
Results: The results of regression analysis showed that Suppression and fear of positive
evaluation could predict girl students’ school anxiety as positive and significant.
Conclusion: We concluded that emotion regulation strategies and fear of positive evaluation
play critical role in predicting school anxiety in female high school students.
خلاصه ماشینی:
Prediction of School Anxiety Based on Emotion Regulation Strategies and Fear of Positive Evaluation in Female Students Abdollah Ghasempour 1*, Reza Ilbeigy Ghale Nei 2, Abutaleb Tavakoli 3, Maryam Rostami 4 1.
The present study predicted school anxiety based on emotion regulation strategies and fear of positive evaluation in female students in Savadkouh Iran.
Conclusion: We concluded that emotion regulation strategies and fear of positive evaluation play critical role in predicting school anxiety in female high school students .
Strategies of the emotion regulation and fear of positive evaluation can be considered the main psychological factors affective school anxiety.
com 165July 2014, Volume 2, Number 3 Emotion regulation strategies are among psychological subjects of extensive studies on childhood and adoles- cence disorders (Garnefski, Rieffe, Jellesma, Terwogt & Kraaij, 2007).
In their study Kim and Page (2013) concluded that inefficient emotion regulation strategies like emotional instability and sign of unprocessed emotions have positive relationship with aggressive, rule breaking behavior and social problems in primary school truant students.
The Anxiety School Subscale of the Screen for Child Anxiety Related Emotional Disorders (SCARED-41): This test is a self-reporting scale that designed by Bima- her (1999; quotes Crocetti, Hale, Fermani, Raaijmakers & Meeus, 2009) to assess symptoms of anxiety disorders according to DSM-4 criteria in children of 8 to 18 years old.
Discussion This study examined the relationship between emotion regulation strategies and fear of positive evaluation in fe- male students’ school anxiety.
Regression coefficient characteristic by enter method to predict school anxiety based on fear of positive evaluation and emotion regulation strategies.