The Relationship Between Early Maladaptive Schemas and Cognitive Confusion with Difficulties in Emotion Regulation Among University Students
Keywords:
Early maladaptive schemas, Cognitive confusion, Difficulties in emotion regulation, Mental healthAbstract
Introduction and Aim: Difficulties in emotion regulation are prevalent among university students and may negatively influence their mental health, academic performance, and interpersonal functioning. Considering the importance of cognitive factors in emotional vulnerability, the present study aimed to investigate the relationship between early maladaptive schemas, cognitive confusion, and difficulties in emotion regulation among students.
Methodology: This descriptive–correlational study was conducted among students of Islamic Azad University, Central Tehran Branch, during the 2023–2024 academic year. The sample consisted of 369 students selected through multistage cluster random sampling. Data were collected using the Young Early Maladaptive Schema Questionnaire, the Cognitive Confusion Scale, and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was performed using Pearson correlation coefficients and multiple regression analysis in SPSS version 26.
Findings: The findings revealed that all domains of early maladaptive schemas had significant positive relationships with difficulties in emotion regulation (p < 0.001). The strongest correlations were observed for the impaired autonomy and performance domain (r = 0.62) and the disconnection/rejection domain (r = 0.58). Cognitive confusion also demonstrated a significant positive relationship with difficulties in emotion regulation (r = 0.65, p < 0.001). Multiple regression analysis indicated that early maladaptive schemas and cognitive confusion together explained 37.2% of the variance in emotion regulation difficulties (R² = 0.372, F = 24.67, p < 0.001). Among the predictors, cognitive confusion (β = 0.30) and the disconnection/rejection schema domain (β = 0.28) emerged as the strongest predictors of emotion regulation difficulties.
Conclusion: The findings suggest that difficulties in emotion regulation among university students are simultaneously influenced by deep cognitive structures and ongoing maladaptive cognitive processes. Early maladaptive schemas and cognitive confusion play substantial roles in the development and maintenance of emotional difficulties. Therefore, psychological interventions focused on modifying maladaptive schemas and reducing cognitive confusion may contribute to improving mental health and enhancing emotion regulation abilities in university students.
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Copyright (c) 2025 Mehrnoush Rajabi Abbasabadi (Author); Zohreh Sadeghiafjeh; Mitra Nik Amal (Author)
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