An Examination of Cognitive Emotion Regulation Strategies, Mindfulness Levels and Meaning in Life Among University Students
Abstract
This study aimed to examine the relationships among cognitive emotion regulation strategies, mindfulness, and meaning in life among university students. Participants were selected through simple random sampling from students enrolled at Sakarya and Düzce Universities during the 2020–2021 academic year. Of the participants, 464 (78.5%) were female and 127 (21.5%) were male, with ages ranging from 18 to 40 years. Data were collected using the Cognitive Emotion Regulation Scale, the Mindfulness Scale, and the Meaning in Life Scale. The data were analyzed using SPSS 20.0. Since the data met the assumption of normality, Pearson correlation analysis was conducted to examine the relationships among the study variables. The findings indicated a significant positive relationship between adaptive cognitive emotion regulation strategies and mindfulness, whereas maladaptive strategies and acceptance were negatively associated with mindfulness. No significant relationship was found between rumination and mindfulness. Adaptive cognitive emotion regulation strategies were positively associated with the presence of meaning, while maladaptive strategies and acceptance were negatively associated with the presence of meaning. No significant relationship was found between blaming others, rumination, and the presence of meaning. In addition, both adaptive and maladaptive cognitive emotion regulation strategies were positively related to the search for meaning in life, whereas no significant relationship was observed between positive refocusing, blaming others, and the search for meaning. Finally, mindfulness was positively associated with the presence of meaning, whereas no significant relationship was found between mindfulness and the search for meaning.
Keywords
cognitive emiton regulation strategies, mindfulness, meaning of life
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