Development an Affective Reactivity Model with Symptoms of Disruptive Behavior Disorder Through the Mediating Role of Cognitive Emotion Regulation in the Male Students of the First Grade of Secondary School in Ahvaz City

Introduction: The person with the affective reactivity is prone to mood and behavioral disorders. The aim of this study was development an affective reactivity model with symptoms of disruptive behavior disorder through the mediating role of cognitive emotion regulation in the male students of the first grade of secondary school in Ahvaz city  Methods: The present study is descriptive-correlational. The statistical population included all male students of the first grade of secondary school in Ahvaz city in the academic year of 2018-2019. 240 male students of the first grade of secondary school in Ahvaz city were selected using random cluster sampling method. Data were collected with demographic questionnaire, "Affective Reactivity Index", "Disruptive Behavior Disorder Rating Scale" and "Cognitive Emotion Regulation Questionnaire". Construct validity was done by confirmatory factor analysis and reliability by internal consistency method with Cronbach's alpha coefficient calculation. Data was analyzed in SPSS. 24 and Amos .24. Results: Evaluation of the developed model using fit indicators showed that the model has a good fit (IFI = 0.94, NFI=0.89, RMSEA=0.067). In addition, affective reactivity is both directly and indirectly correlated with the symptoms of destructive behavior disorder through cognitive regulation of positive and negative emotions.  Conclusions: Cognitive regulation of positive and negative emotions plays a mediating role in the relationship between affective reactivity and symptoms of destructive behavior disorder. It is suggested that cognitive emotion regulation training be used in the development of preventive interventions and treatment for people with affective reactivity and destructive behavior disorder.