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Chang and Shin: Mediating Effects of Cognitive Emotion Regulation on Influences of Self-differentiation and Family Function in High School Students' Problem Behavior
Original Article

Journal of Korean Academy of Psychiatric and Mental Health Nursing 2017; 26(3): 248-259.

Published online: 27 September 2017

DOI: https://doi.org/10.12934/jkpmhn.2017.26.3.248

Mediating Effects of Cognitive Emotion Regulation on Influences of Self-differentiation and Family Function in High School Students' Problem Behavior

Jin Joo Chang1, Sung Hee Shin2

1Department of Nursing, Graduate School, Kyung Hee University, Seoul, Korea.

2College of Nursing Science, Kyung Hee University, Seoul, Korea.

Corresponding author: Shin, Sung Hee. College of Nursing Science, Kyung Hee University, 26 Kyungheedae-ro, Dondaemun-gu, Seoul 02447, Korea. Tel: +82-2-961-0917, Fax: +82-2-961-9398, sunghshin@khu.ac.kr

Received 29 May 2017       Revised 26 July 2017       Accepted 21 August 2017

© 2017 The Korean Academy of Psychiatric and Mental Health Nursing

The Korean Academy of Psychiatric and Mental Health Nursing

(open-access):

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

This study was done to investigate the mediation effects of cognitive emotion regulation on influences of self-differentiation and family function in high school students' problem behavior.

Methods

Study design was a cross-sectional descriptive analysis of causal research. A survey was conducted with 194 students in a C city high school. Data were analyzed using SPSS 21.0 and AMOS 21.0.

Results

There were direct effects of self-differentiation (β= -.39, p<.001), adaptive cognitive emotion regulation strategies (β=-.16, p=.004) and maladaptive cognitive emotion regulation strategies (β=.34, p<.001) on problem behavior in these students. A mediator effect was found for self-differentiation, as it had a direct impact on the maladaptive cognitive emotion regulation strategy (β=-.15, p=.014), which then had a direct impact on problem behavior. However, family function had no direct impact on both the maladaptive cognitive emotion regulation strategy and the adaptive cognitive emotion regulation strategy and on problem behavior, no mediator effect was observed. Explanatory power of these variables for problem behavior was 48.0%.

Conclusion

Study findings suggest that to intervene for problem behavior in high school students, there is a need to develop and utilize programs that not only intervene for self-differentiation but also decrease high school students' use of non-adaptive cognitive emotion regulation.

Keywords: Problem behavior, Self-differentiation, Family, Function, Emotion

Figures and Tables

Figure 1

Testing for hypothetical model.

jkapmhn-26-248-g001
Table 1

General Characteristics and Level of Problem Behavior according to the General Characteristics (N=194)

jkapmhn-26-248-i001
Table 2

Level of Self-differentiation, Family Functioning, Adaptive Cognitive Emotion Regulation, Maladaptive Cognitive Emotion Regulation and Problem Behavior in High School Students (N=194)

jkapmhn-26-248-i002
Table 3

Correlations among Self-differentiation, Family Functioning, Adaptive Cognitive Emotion Regulation, Maladaptive Cognitive Emotion Regulation and Problem Behavior in High School Students (N=194)

jkapmhn-26-248-i003
Table 4

Effect Coefficient for Hypothetical Model (N=194)

jkapmhn-26-248-i004

*p<.05, **p<.01, ***p<.001; SMC=Squared multiple correlation.

Notes

CONFLICTS OF INTEREST The authors declared no conflict of interest.

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