Cognitive Emotion Regulation Strategies as predictors of creative problem solving among special education teachers

Document Type : Original Article

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Department of Educational Psychology and Mental Health - Faculty of Education - Damietta University

Abstract

            The study aimed to reveal the relationship between Cognitive Emotion Regulation Strategies and creative problem solving among special education teachers, and also aimed to know which of these strategies can be used to predict creative problem solving. The study sample of (73) male and female special education teachers in Damietta Governorate. The Cognitive Emotion Regulation Strategies scale was applied to them: prepared by the researcher, The Creative Problem Solving Scale was applied: prepared by the researcher, The results of the study showed a positive correlation between each of the Cognitive Emotion Regulation Strategies and the creative solution to problems at a significance level of (0.001). There is also a positive correlation between the positive Cognitive Emotion Regulation Strategies and the creative solution to problems at a significance level of (0.001). While there is no statistically significant correlation between the negative Cognitive Emotion Regulation Strategies and the creative solution to problems. The creative solution to problems can also be predicted through the individuals’ scores in the strategies (Positive Refocusing Strategy, planning Strategy, self-blame Strategy, Positive Reappraisal Strategy) with a contribution rate of (72,2%) of the total variance of the creative solution to problems in the research sample.

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History

  • Receive Date: 02 December 2024
  • Revise Date: 16 December 2024
  • Accept Date: 22 January 2025

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