Comparison of Cognitive Emotion Regulation Strategies, mindfulness and Cognitive Flexibility in gifted and Normal Students During Home Quarantine 19

Abstract

In addition to physical symptoms, coronavirus has had many psychological effects on various segments of society. Among these, children and adolescents are considered vulnerable groups that show different psychological reactions to this emerging phenomenon and its effects. The aim of this study was to compare the strategies of cognitive regulation of emotion, mindfulness and cognitive flexibility in normal and gifted high school students during the home quarantine of Qovid-19 disease. The research method was descriptive and causal-comparative. The statistical population of this study included 800 students that studying in the academic year of 98-99 in normal and gifted schools in Rudan City in the secondary school, 160 student were selected by available sampling method (80 students of normal schools and 80 students of gifted schools). Research data were collected using the Garnfsky Cognitive Emotion Regulation Questionnaire (2001), Freiburg Mindfulness Questionnaire (2006) and the Dennis and Vander Wall Cognitive Flexibility Questionnaire (2010). Data were analyzed using descriptive statistics and one-way analysis of variance. The results showed that gifted school students scored higher on the subscales of self-blame, acceptance, positive reassessment, mindfulness and cognitive flexibility than normal school students. In general, it can be said that the ability to cognitively regulate emotions, mindfulness and flexibility affect students' academic performance. According to the results of the study, it is necessary for planners to pay attention to correcting emotions and self-awareness and reduce negative emotion regulation strategies for students to cope with crisis situations and prevent academic failure.

Keywords

• cognitive emotion regulation
• mindfulness
• cognitive flexibility