Document Type : Original Article
Ph.D. student in educational psychology, Islamic Azad University, Roodehen branch, Iran
Associate professor, Department of psychology, Islamic Azad University, Roodehen branch, Iran
Aim: The study aim was to determine fit conceptual models to predict positive and negative cognitive emotion regulation strategies based on family communication processes and perfectionism dimensions. Method: Research method was correlation and statistic population consisted of all the second course high school girl student in Tehran city in 2015, number 1,196,812. Among them through clustered multistage sampling from North, South, East, West and center of Tehran, five high school by names Faride Salimi, Neday Hagh, Somayeh, Vahdat Islami and Alavian and then from each high school two class and finally 497 subjects were selected and completed cognitive emotion regulation questionnaires of Garnefski, Kraaij & Spinhoven (2001), family processes by Samani (2008) and multidimensional perfectionism cognitions by Kaburi & Tanno (2004). After removal of 3 outlier subject, structural equation modeling was used to analyze the data of 497 subjects. Results: The results showed positive relationship of personal standards (β=0.418, P=0.001) and negative relationship of over concern (β=-0.193, P<0.001) on positive strategies of cognitive emotion regulation and positive relationship of over concern (β=0.567, P=0.001) on negative strategies of cognitive emotion regulation. Relationship of family processes on positive strategies of cognitive emotion (β=0.321, P=0.001) was positive and on negative strategies of cognitive emotion (β=-0.200, P=0.001) was negative. Conclusion: Since, individuals with higher personal standards and with suitable family communication use more positive strategies and individuals with over concern use more negative strategies of cognitive emotion regulation; So, because people particularly adolescents can adopt positive strategies of emotion regulation; it is recommended clinicians and educators focus on teaching positive perfectionism and family communication processes.