The Role of Cognitive Emotion Regulation Strategies and Early Maladaptive Schemas in the Use of Virtual Social Networks among Female Students

This study was undertaken to determine the role of cognitive emotion regulation strategies and early maladaptive schemas in the use of virtual social networks among female students. In this correlational study, 398 Tehrani high school girls were selected during 2018-19 school year via Krejcie & Morgan table and stratified sampling method. The instruments included the Virtual Social Networks Use Questionnaire (Eidizadeh & Ahmadi Baloutaki, 2017), Young Schema Questionnaire–Short Form (2003), and Cognitive Emotion Regulation Questionnaire–Short Form (Garnefski, 1999). Data were analyzed using SPSS-18 software through Pearson correlation coefficient and regression analysis step-wise method. The results showed a positive relationship between the use of virtual social networks and the components of re-focusing on planning, disconnection and rejection, impaired limits, and other-directedness. The relationship between self-blame, other-blame, and rumination and use of virtual social networks was positive. Moreover, the results revealed that the components of rumination, re-focusing on planning and impaired limits could account for 0.53, -0.10, and 0.08 percent of the variance in the use of the virtual social network in girl students, respectively. Based on the findings of this study, cognitive emotion regulation strategies and early maladaptive schemas play an essential role in the use of virtual social networks in girl students and need to be considered in educational programs.