The Mediating Role of Emotion Regulation Strategies in the Relationship of Beliefs about Emotion and Emotion Regulation Self-Efficacy with Social Anxiety
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Abstract
Objective: According to cognitive models, maladaptive beliefs play a major role in social anxiety disorder and can lead to dysfunctional behavioral reactions and emotion dysregulation. This study examines the mediating role of emotion regulation strategies in the relationship of beliefs about emotions and emotion regulation self-efficacy with social anxiety. Method: 650 college students from Yazd University (Iran) were selected by cluster sampling and filled out the Implicit Theories of Emotion Scale (ITES; 2007), Regulatory Emotional Self-Efficacy scale (RESE; 1999), Social Interaction Anxiety Scale (SIAS; 1992), and the short-form Cognitive Emotion Regulation Questionnaire (CERQ; 2002). Results: The initially hypothesized model had a poor fit. By merging the manifest variables of refocus on planning with reappraisal, refocusing with putting into perspective (for adaptive emotion regulation), and combining rumination and catastrophizing (for maladaptive emotion regulation), the fit of the model became optimal, and all the direct paths became significant. The final model was a partial mediation model, confirming the mediating role of adaptive and maladaptive emotion regulation strategies in the relationship of beliefs about emotions and emotion regulation self-efficacy with social anxiety. Conclusion: The results showed that beliefs about emotions affect the utilization of efficient emotion regulation strategies and can be a risk factor for social anxiety.
期刊介绍：
Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.
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