@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):301-308
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):301-308
Role of Mindfulness and Cognitive Emotion Regulation Strategies on Predicting the Psychological Symptoms of Medical Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Sajjadi M.S. (*)Askarizadeh Gh. (1)
(*) Psychology Department, Literature & Human Sciences Faculty, Shahid Bahonar University, Kerman, Iran
(1) Psychology Department, Literature & Human Sciences Faculty, Shahid Bahonar University, Kerman, Iran
Correspondence
Address: Psychology Department, Faculty of Literature and Humanities, Shahid Bahonar University, Afzalipour Square, 22 Bahman Boulevard, Kerman, IranPhone: +9834313202431
Fax: +983433257347
mssajadi224@gmail.com
Article History
Received: September 26, 2015Accepted: November 16, 2015
ePublished: January 10, 2016
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.
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.
CITATION LINKS
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[20]Gammon J, Morgan-Samuel H. A study to ascertain the effect of structured student tutorial support on student stress self-esteem and coping. Nurs Educ Pract. 2005;5(3):161-71.
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[27]Gresham D, Gullone E. Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment. Personal Individ Differ, 2012;52(5):616-62.
[28]Desrosiers A, Joshua Curtiss VV, Klemanski DH. Observing nonreactively: A conditional process model linking mindfulness facets, cognitive emotion regulation strategies, and depression and anxiety symptoms. J Affect Disord. 2014;165:31-7.
[29]Feliu T, Balle M, Sese A. Relationships between negative affectivity, emotion regulation, anxiety, and depressive symptoms in adolescents as examined through structural equation modeling. J Anxiety Disord. 2010;24(7):686-93.
[30]Marroquin, B. Interpersonal emotion regulation as a mechanism of social support in depression. Clin Psycho Rev. 2011;31(8):1276-90.
[31]Najafi kalyani M, Porjam E, Jamshidi N, Karimi, SH, Najafi kalyani V. Survey of Stress, Anxiety, Depression and Self-Concept of Students of Fasa University of Medical Sciences. J Fasa Univ Med Sci. 2013;3(3):235-40. [Persian]
[32]Dehdari T, Yarahmadi R, Taghdisi M, Daneshvar R, Ahmad Poor J. The relationship between meaning in life and depression, anxiety and stress status among college students of iran university of medical sciences in 2013. Health Educ Health Promot. 2013;1(3):83-92. [Persian]
[33]Baer RA, Smith GT, Hopkins J, Krietemeyer, J, Toney L. Using self-report assessment methods to explore facets of mindfulness. Assess. 2006;13(1):27-45.
[34]Ahmadvand Z, Heydarinasab L, Shaeri M. Validity and reliability of five facet mindfulness questionnaire in non-clinical Iranian samples. Sci Behav. 2013;7(3):229-37. [Persian]
[35]Abdi S, Taban S, Ghaemian A. Cognitive emotion regulation questionnaire: Validity and reliability of Persian translation of CERQ-36 item. Proced Soc Behav Sci. 2012;32:2-7.
[36]Asghari-moghadam MA, Saed F, Dibajniya, P, Zangene J. Validity and reliability depression, anxiety and Stress (DAAS) questionnaire in non-clinical sample. Daneshvar Raftar. 2008;15(31):23-38. [Persian]
[37]Brown K, Goodman RJ, Inzlicht M. Dispositional mindfulness and the attenuation of neural responses to emotional stimuli. Soc Cogn Affect Neurosci. 2013;8(1):93-9.
[38]John OP, Gross JJ. Healthy and unhealthy emotion regulation: Personality processes, individual differences, and lifespan development. J Pers. 2004;72(6):1301-33.
[39]Jermann F, Van der Linden MD, D’Acremont M, Zermatten A. Cognitive emotion regulation questionnaire (CERQ): Confirmatory factor analysis and psychometric properties of the French translation. Euro J Psycol Assess. 2006;22(2):126-30.
[40]Rude SS, McCarthy CT. Emotional functioning in depressed and depression-vulnerable college students. Cognit Emot. 2003;17(5):799-806.
[41]Hayes SC, Strosahl K, Wilson KG, Bissett RC, Pistorello J, Toarmino D, et al. Measuring experiential avoidance: A preliminary test of a working middle. Psychol Rec. 2004;54(4):553-78.
[42]Catanzaro SJ, Mearns J. Measuring generalized expectancies for negative mood regulation: initial scale development and implications. J Pers Assess. 1990;54(3-4):546-63.
[43]Brown KW, Ryan RM, Creswell D. Addressing fundamental questions about mindfulness. Psychol Inq. 2007;18(4):272-81.
[44]Hofmann SG, Sawyer AT, Witt AA, Oh D. The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. J Consult Clin Psychol. 2010;78(2):169-83.
[45]McLaughlin KA, Nolen-Hoeksema S. Rumination as a transdiagnostic factor in depression and anxiety. Behav Res Ther. 2011;49(3):186-93.
[46]Desrosiers A, Vine V, Klemanski DH, Nolen-Hoeksema S. Mindfulness and emotion regulation in depression and anxiety: Common and distinct mechanisms of action. Depress Anxiety. 2013;30(7):654-61.
[47]Azargoon H, Kajbaf MB, Molavi H, Abedi MR. The effect of mindfulness training on the decreasing rumination and depression students of Isfahan University. Daneshvar Raftar. 2009;16(34):13-20. [Persian]
[48]Azargoon H, Kajbaf MB. The effect of mindfulness training on the dysfunctional attitude and automatic thinking of depressed students of Isfahan University. J Psychol. 2010;14(1):79-94. [Persian]
[49]Aldao A, Nolen-Hoeksema S. Specificity of cognitive emotion regulation strategies: A tran's diagnostic examination. Behav Res Ther. 2010;48:974-83.
[50]Garnefski N, Kraaij V. Cognitive emotion regulation questionnaire – development of a short 18-item version (CERQ-short). Personal Individ Differ. 2006;41(6):1045-53.
[51]Ehring T, Tuschen Caffier B, Schnulle J, Fischer S, Gross JJ. Emotion regulation and vulnerability to depression: Spontaneous versus instructed use of emotion suppression and reappraisal. Emot. 2010;10(4):563-72.
[52]Koksal F. Power K. Four systems anxiety questionnaire (FSAQ): A self-report measure of somatic, cognitive, behavioral and feeling components. J Personal Assess.1990;54(3-4):534-45.
[53]Asghri-moghadam MA, Saed F, Dibajniya P, Zangene J. Investigating validity and reliability of depression, anxity and stress (DASS) in nun-clinical sampales. Daneshvar Raftar. 2008;15(31):23-38. [Persian]
[54]Sayyah M, Olapour A, Ardame A, Shahidi Sh, Yaghoobi Askarabad E. Prediction of mental health and academic performance of students within cognitive emotional regulation strategies in Medical Sciences University of Jundishapur in Ahvaz. Educ Dev Jundishapur. 2014;5(1):37-44. [Persian]
[2]Brown KW, Ryan RM. The benefit of being present: mindfulness and its role in psychological well- being. J Pers Soc Psychol. 2003;84(4):822-48.
[3]Baer RA, Smith GT, Allen KB. Assessment of mindfulness by self-reports: The Kentucky inventory of mindfulness skills. Assessment. 2004;11(3):191-206.
[4]Barnhofer T, Duggan D, Crane C, Hopburn, S, Fennell MJV, Williams J, et al. Effects of meditation on frontal (alpha) asymmetry in previously suicidal individuals. Neuroreport. 2007;18(7):709-12.
[5]Baer RA. Mindfulness training as a clinical intervention: A conceptual and empirical review. Clin Psychol Sci Pract. 2003;10(2):125-43.
[6]Schroevers MJ. Brandsma R. Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?. Br J Psychol. 2010;101(Pt 1):95-107.
[7]Brown KW, Ryan RM. Perils and promise in defining and measuring mindfulness observation from experience. Clin psychol Sci pract. 2004;11(3):242-8.
[8]Zeidan F, Gordon NS, Merchant J, Goolkasian P. The effect of brief mindfulness meditation training on experimentally induced Pain. J Pain. 2010;11(3):199-209.
[9]Bohlmeijer E, Prenger R, Taal E Cuijpers, P. The effects of mindfulness-based stress reduction therapy on mental health of adults with a chronic medical disease: A meta-analysis. J Psychosom Res. 2010;68(6):539-44.
[10]Carmody J, Bear RA. Relationship between mindfulness practice and level of mindfulness, medical and psychological symptoms and well-being in a mindfulness stress reduction program. Beh Med. 2007;31(1):23-33.
[11]Howell AJ, Digdon N, Buro K. Mindfulness predicts sleep-related self- regulation and well-being. Personal Individ Differ. 2010;48(4):419-24.
[12]Boyce M, Sawang S. Unpacking the role of mindfulness on conscientiousness and spirituality. Interdiscip J Res Relig. 2014;10(6):1-21.
[13]Teixeira RJ, Pereira MG. Examining mindfulness and its relation to self-differentiation and alexithymia. Mindfulness. 2015;6(1):79-87.
[14]Fisak B, Von Lehe AC. The Relation between the five facets of mindfulness and worry in a non-clinical sample. Mindfulness. 2012;3(1):15-21.
[15]Pidgeon A, Grainger A. Mindfulness as a factor in the relationship between insecure attachment style, neurotic personality and disordered eating behavior. J Med Psychol. 2013;2(4B):25-33.
[16]de Vibe M, lda Solhaug O, Tyssen R, Sorial T, Halland E, Bjorndal A. Dose personality moderate the effects of mindfulness training for medical and psychology students?. Mindfulness. 2015;6(2):281-9.
[17]Golpour-chamarkohi R, Mohammadamini Z. The efficacy of mindfulness based stress reduction on mindfulness and assertiveness of students with test anxiety. J Sch Psychol. 2012;1(3):82-100. [Persian]
[18]Basaknejad S, Aghajani A, Zargar Y. The efficacy of mindfulness based cognitive therapy on quality of Life and quality of slip in girl students. J Psychol Achiev. 2011;4(2):181-98. [Persian]
[19]Rezaei Adryani M, Azadi A, Ahmadi F, Azimi AV. Comparison level of stress, anxiety, depression and quality of life in dormitory resident students. Iran J Nurs Res. 2007;2(5):31-8. [Persian]
[20]Gammon J, Morgan-Samuel H. A study to ascertain the effect of structured student tutorial support on student stress self-esteem and coping. Nurs Educ Pract. 2005;5(3):161-71.
[21]Roberton T, Daffern M, Bucks RS. Emotion regulation and aggression. Aggress Violent Behav. 2012;17(1):72-82.
[22]Szczygieł D, Buczny J, Bazinska R. Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personal Individ Differ. 2012;52(3):433-7.
[23]Garnefski N, Van den Kommer T, Kraaij V, Teerds J, Legerstee J, Onstein E. The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between clinical and a nonclinical sample. Euro J Personal. 2002;16(5):403-20.
[24]Jazaieri H, Morrison AS, Goldin PR. Gross JJ. The role of emotion and emotion regulation in social anxiety disorder. Curr Psychiatry Rep. 2015;17(1):5-31.
[25]Garnefski N, Baan S, Kraaij V. Relationships between cognitive strategies of adolescents and depressive symptomatology across different typeof life event. J Youth adolesc. 2003;32(6):401-8.
[26]Eisenberg N, Cumberlan A, Spinrad TL, Fabes RA, Shepard SA, Reiser M, et al. The relations of regulation and emotionality to Children's externalizing an internalizing problem behavior. Child Dev. 2001;72(4):11-34.
[27]Gresham D, Gullone E. Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment. Personal Individ Differ, 2012;52(5):616-62.
[28]Desrosiers A, Joshua Curtiss VV, Klemanski DH. Observing nonreactively: A conditional process model linking mindfulness facets, cognitive emotion regulation strategies, and depression and anxiety symptoms. J Affect Disord. 2014;165:31-7.
[29]Feliu T, Balle M, Sese A. Relationships between negative affectivity, emotion regulation, anxiety, and depressive symptoms in adolescents as examined through structural equation modeling. J Anxiety Disord. 2010;24(7):686-93.
[30]Marroquin, B. Interpersonal emotion regulation as a mechanism of social support in depression. Clin Psycho Rev. 2011;31(8):1276-90.
[31]Najafi kalyani M, Porjam E, Jamshidi N, Karimi, SH, Najafi kalyani V. Survey of Stress, Anxiety, Depression and Self-Concept of Students of Fasa University of Medical Sciences. J Fasa Univ Med Sci. 2013;3(3):235-40. [Persian]
[32]Dehdari T, Yarahmadi R, Taghdisi M, Daneshvar R, Ahmad Poor J. The relationship between meaning in life and depression, anxiety and stress status among college students of iran university of medical sciences in 2013. Health Educ Health Promot. 2013;1(3):83-92. [Persian]
[33]Baer RA, Smith GT, Hopkins J, Krietemeyer, J, Toney L. Using self-report assessment methods to explore facets of mindfulness. Assess. 2006;13(1):27-45.
[34]Ahmadvand Z, Heydarinasab L, Shaeri M. Validity and reliability of five facet mindfulness questionnaire in non-clinical Iranian samples. Sci Behav. 2013;7(3):229-37. [Persian]
[35]Abdi S, Taban S, Ghaemian A. Cognitive emotion regulation questionnaire: Validity and reliability of Persian translation of CERQ-36 item. Proced Soc Behav Sci. 2012;32:2-7.
[36]Asghari-moghadam MA, Saed F, Dibajniya, P, Zangene J. Validity and reliability depression, anxiety and Stress (DAAS) questionnaire in non-clinical sample. Daneshvar Raftar. 2008;15(31):23-38. [Persian]
[37]Brown K, Goodman RJ, Inzlicht M. Dispositional mindfulness and the attenuation of neural responses to emotional stimuli. Soc Cogn Affect Neurosci. 2013;8(1):93-9.
[38]John OP, Gross JJ. Healthy and unhealthy emotion regulation: Personality processes, individual differences, and lifespan development. J Pers. 2004;72(6):1301-33.
[39]Jermann F, Van der Linden MD, D’Acremont M, Zermatten A. Cognitive emotion regulation questionnaire (CERQ): Confirmatory factor analysis and psychometric properties of the French translation. Euro J Psycol Assess. 2006;22(2):126-30.
[40]Rude SS, McCarthy CT. Emotional functioning in depressed and depression-vulnerable college students. Cognit Emot. 2003;17(5):799-806.
[41]Hayes SC, Strosahl K, Wilson KG, Bissett RC, Pistorello J, Toarmino D, et al. Measuring experiential avoidance: A preliminary test of a working middle. Psychol Rec. 2004;54(4):553-78.
[42]Catanzaro SJ, Mearns J. Measuring generalized expectancies for negative mood regulation: initial scale development and implications. J Pers Assess. 1990;54(3-4):546-63.
[43]Brown KW, Ryan RM, Creswell D. Addressing fundamental questions about mindfulness. Psychol Inq. 2007;18(4):272-81.
[44]Hofmann SG, Sawyer AT, Witt AA, Oh D. The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. J Consult Clin Psychol. 2010;78(2):169-83.
[45]McLaughlin KA, Nolen-Hoeksema S. Rumination as a transdiagnostic factor in depression and anxiety. Behav Res Ther. 2011;49(3):186-93.
[46]Desrosiers A, Vine V, Klemanski DH, Nolen-Hoeksema S. Mindfulness and emotion regulation in depression and anxiety: Common and distinct mechanisms of action. Depress Anxiety. 2013;30(7):654-61.
[47]Azargoon H, Kajbaf MB, Molavi H, Abedi MR. The effect of mindfulness training on the decreasing rumination and depression students of Isfahan University. Daneshvar Raftar. 2009;16(34):13-20. [Persian]
[48]Azargoon H, Kajbaf MB. The effect of mindfulness training on the dysfunctional attitude and automatic thinking of depressed students of Isfahan University. J Psychol. 2010;14(1):79-94. [Persian]
[49]Aldao A, Nolen-Hoeksema S. Specificity of cognitive emotion regulation strategies: A tran's diagnostic examination. Behav Res Ther. 2010;48:974-83.
[50]Garnefski N, Kraaij V. Cognitive emotion regulation questionnaire – development of a short 18-item version (CERQ-short). Personal Individ Differ. 2006;41(6):1045-53.
[51]Ehring T, Tuschen Caffier B, Schnulle J, Fischer S, Gross JJ. Emotion regulation and vulnerability to depression: Spontaneous versus instructed use of emotion suppression and reappraisal. Emot. 2010;10(4):563-72.
[52]Koksal F. Power K. Four systems anxiety questionnaire (FSAQ): A self-report measure of somatic, cognitive, behavioral and feeling components. J Personal Assess.1990;54(3-4):534-45.
[53]Asghri-moghadam MA, Saed F, Dibajniya P, Zangene J. Investigating validity and reliability of depression, anxity and stress (DASS) in nun-clinical sampales. Daneshvar Raftar. 2008;15(31):23-38. [Persian]
[54]Sayyah M, Olapour A, Ardame A, Shahidi Sh, Yaghoobi Askarabad E. Prediction of mental health and academic performance of students within cognitive emotional regulation strategies in Medical Sciences University of Jundishapur in Ahvaz. Educ Dev Jundishapur. 2014;5(1):37-44. [Persian]