ArticleShanghai archives of psychiatry2016
Comparative Analysis of Results from a Cognitive Emotion Regulation Questionnaire Between International Students from West Asia and Xinjiang College Students in China.
Article in Shanghai archives of psychiatry, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- A Self-Guided Mobile Mindfulness Intervention Embedded in Daily Routines for Adults With Mild to Moderate Psychological Distress: Randomized Controlled Trial.JMIR mental health · 2026Trial
- The impact of physical activity on self-emotion management among university students in Western China: the mediating roles of self-rated health and life satisfaction.Frontiers in psychology · 2025Article
- Cognitive emotional regulation in physiotherapy students in Croatia.Health psychology and behavioral medicine · 2024Article
- Effects of Stress in Adaptation to Undergraduate Life on Psychiatric Morbidity: Mediating Effects of Early Trauma and Adverse Family Factors.Frontiers in psychiatry · 2022Article
- International Students' Mental Health Care in China: A Systematic Review.Healthcare (Basel, Switzerland) · 2021Review
- Article
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Authors and funding
4 authors.
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Abstract
backgroundThe Cognitive Emotion Regulation Questionnaire (CERQ) is a cognitive and emotional tool measuring how individuals deal with stressful life events. However differences exist in the results of CERQ among individuals.
objectiveThis study was conducted to investigate the CERQ results and depressive symptoms of students at our university (both local and international students) in order to provide further guidance for psychological interventions.
methods255 sophomore and junior international students (171 male and 84 female) and 262 sophomore and junior Chinese students (124 male and 138 female) were investigated using CERQ, ASLEC and SDS questionnaires. Results were analyzed using SPSS 16.0.
resultCompared to Chinese students, international students more often used cognitive adjustment methods such as "positive refocusing","re-focus on planning" and "catastrophizing". In regression equations where depression symptoms were used as the dependent variable, "self-blaming" and "catastrophizing"positively contributed to depression symptoms in international students, while"acceptance" was negatively correlated with depression symptoms.In Chinese students, "life events score" and "catastrophizing"were positively correlated withdepression symptoms, while "positive re-evaluating" was negatively correlated with depression symptoms.
conclusionAmong students of different races, positive coping methods were negatively correlated with depression symptoms and could possibly prevent the occurrence of depression, while negative coping methods were positively correlated with depression.Encouraging students to use adaptive coping methods during psychological intervention is an effective way to adjust cognitions and behavior for depression prevention.
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