Abstract

The purpose of this study was to determine the contribution of cognitive emotion ‎regulation strategies to predict students' happiness and anxiety. The statistical ‎population of this study was all students of Birjand Azad University who studied in ‎the academic year of 98-97. The sample size of this research was based on past ‎research and the opinion of the supervisors and counselors of 100 people. Then they ‎responded to happiness questionnaires, cognitive strategies for emotion regulation ‎and anxiety. Pearson correlation test and stepwise and simultaneous regression were ‎used to analyze the data. The findings of this study showed that the findings showed ‎that there is a significant negative correlation between cognitive strategies of ‎emotion regulation, and a positive correlation between coping strategy and positive ‎thinking and happiness among students. In addition, multiple correlation ‎coefficients between cognitive-emotional adjustment strategies are significant with ‎happiness, and these strategies were able to diagnose 26.8% of the variance of ‎happiness. Moreover, the findings showed that there is a significant positive ‎correlation between blaming the strategy and blaming others and students' anxiety ‎and there is a significant negative relationship between coping strategies, positive ‎thinking and student anxiety. Also, multiple correlation coefficients between ‎cognitive-emotional adjustment variables and significant anxiety were significant. ‎These strategies were able to diagnose 71.3% of anxiety variance‎‎‎‎‎.