Abstract:
The purpose of this research was to explore the relationship between cognitive emotional regulation and levels of depression, anxiety and stress in university students. The convenient sampling method was used to collect data from 270 participants, age ranging from 17 to 25 years (M=19.77, SD=1.76). A correlational research design was used in the study. Demographic Questionnaire, Cognitive Emotional Regulation Scale, and DASS-21 were used to collect the data. The correlation analysis and multiple regression analysis were run on SPSS. The correlation analysis showed that cognitive emotion regulation strategies are correlated to depression, stress and anxiety. There was a significant positive correlation between maladaptive cognitive emotion regulation strategies (self-blame, rumination, other-blame and catastrophizing) and depression, anxiety and stress. Furthermore, there was negative correlation between adaptive cognitive emotion regulation strategies (refocus on planning) and depression and anxiety. The findings of the study have important implications for research, education, and clinical practices. It also has the potential to provide idea for future research with different variables. Moreover, it will also help to fill a gap in the existing literature. Apart from its few limitations, the study will help to understand the core insights and propose practical approaches and measures that are effective in helping university students to positively regulate their cognition and emotions, and live a better life.
