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Department of Psychology, Shahed University, Tehran, Iran. , Heydarinasab@shahed.ac.ir
Abstract: (41 Views)
Background: Despite the significance of psychological distress in reducing performance and quality of life, few studies have investigated the role of positive variables such as empathy. Particularly in Iran, limited evidence exists regarding the relationship between the dimensions of empathy and emotion regulation strategies with psychological distress, indicating a research gap and highlighting the necessity of the present study. Exploring this topic can enrich the domestic literature and inform the design of preventive and promotive interventions in the field of mental health.
Aims: The present study aimed to predict psychological distress based on empathy dimensions and the mediating role of cognitive reappraisal.
Methods: This study employed a correlational design using structural equation modeling. The statistical population comprised all students of Shahed University, Tehran, enrolled in the 2019–2020 academic year. The sample included 270 students selected through cluster sampling. Data were collected using the Interpersonal Reactivity Index (Davis, 1983), the Emotion Regulation Questionnaire (Gross & John, 2003), and the Kessler Psychological Distress Scale (Kessler et al., 2003). Relationships between variables were examined using Pearson correlation, and the proposed model was tested via structural equation modeling. The maximum allowable alpha level for hypothesis testing was set at 0.05 (p≤ 0.05). Data analysis was conducted using SPSS 23 and AMOS 26.
Results: Affective empathy had a significant negative direct effect on cognitive reappraisal
(p= 0.002), while cognitive empathy had a significant positive direct effect on this strategy
(p= 0.001). Affective empathy also showed a significant positive direct effect on psychological distress (p= 0.001), whereas the direct effect of cognitive empathy on this variable was negative but non-significant (p= 0.162). Cognitive reappraisal was significantly and negatively associated with psychological distress (p= 0.032). Mediation analysis revealed that cognitive reappraisal significantly mediated the relationships between affective empathy (p= 0.001) and cognitive empathy (p= 0.025) with psychological distress.
Conclusion: The findings indicate that balancing affective and cognitive empathy, along with employing adaptive emotion regulation strategies—particularly cognitive reappraisal—can effectively reduce psychological distress and promote mental health among students. Therefore, it is recommended that university-based interventions focus on teaching emotion regulation skills and strengthening cognitive empathy to prevent mental health problems.
Aims: The present study aimed to predict psychological distress based on empathy dimensions and the mediating role of cognitive reappraisal.
Methods: This study employed a correlational design using structural equation modeling. The statistical population comprised all students of Shahed University, Tehran, enrolled in the 2019–2020 academic year. The sample included 270 students selected through cluster sampling. Data were collected using the Interpersonal Reactivity Index (Davis, 1983), the Emotion Regulation Questionnaire (Gross & John, 2003), and the Kessler Psychological Distress Scale (Kessler et al., 2003). Relationships between variables were examined using Pearson correlation, and the proposed model was tested via structural equation modeling. The maximum allowable alpha level for hypothesis testing was set at 0.05 (p≤ 0.05). Data analysis was conducted using SPSS 23 and AMOS 26.
Results: Affective empathy had a significant negative direct effect on cognitive reappraisal
(p= 0.002), while cognitive empathy had a significant positive direct effect on this strategy
(p= 0.001). Affective empathy also showed a significant positive direct effect on psychological distress (p= 0.001), whereas the direct effect of cognitive empathy on this variable was negative but non-significant (p= 0.162). Cognitive reappraisal was significantly and negatively associated with psychological distress (p= 0.032). Mediation analysis revealed that cognitive reappraisal significantly mediated the relationships between affective empathy (p= 0.001) and cognitive empathy (p= 0.025) with psychological distress.
Conclusion: The findings indicate that balancing affective and cognitive empathy, along with employing adaptive emotion regulation strategies—particularly cognitive reappraisal—can effectively reduce psychological distress and promote mental health among students. Therefore, it is recommended that university-based interventions focus on teaching emotion regulation skills and strengthening cognitive empathy to prevent mental health problems.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)