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Structural Equation Modeling of Cognitive-Emotional Regulation Based on Anxiety and Experiential Avoidance, Mediated by Schemas in the Disconnection and Rejection Domain
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Mohammadreza Farshad *   , TAHERE Sayadi , SARA JAMALI |
| Assistant Professor , Mr.farshad@hsu.ac.ir |
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Abstract: (37 Views) |
Introduction: Anxiety and experiential avoidance are among the factors that influence emotion regulation, and schemas in the domain of disconnection and rejection may play a role in this relationship. Therefore, the present study aimed to investigate the mediating role of disconnection and rejection schemas in the relationship between anxiety and experiential avoidance and cognitive-emotional regulation among female teachers in Zarindasht County.
Methods: This descriptive-correlational study used structural equation modeling (SEM). The statistical population included all female teachers in Zarindasht County during the 2025–2026 academic year, from whom 331 participants were selected through convenience sampling. The instruments included the Emotion Regulation Questionnaire developed by Gross and John (2003), the Cattell Anxiety Questionnaire (1973), the Acceptance and Action Questionnaire-II developed by Bond, Hayes, and colleagues (2010) to assess experiential avoidance, and Young's Schema Questionnaire (1994) to assess maladaptive schemas. Data were analyzed using Pearson's correlation coefficient and structural equation modeling. SPSS version 27 and AMOS version 22 were used for data analysis.
Results: The findings showed that anxiety (β = −0.30, p = 0.01), experiential avoidance (β = −0.27, p = 0.01), and disconnection and rejection schemas (β = −0.23, p = 0.01) had significant negative direct effects on cognitive-emotional regulation. In addition, path analysis showed that anxiety (β = −0.18, p = 0.01) and experiential avoidance (β = −0.15, p = 0.01) had significant indirect effects on cognitive-emotional regulation through the mediating role of disconnection and rejection schemas. Furthermore, the model fit indices indicated that the proposed model had a good fit.
Conclusion: Overall, the findings suggest that disconnection and rejection schemas mediate the effects of anxiety and experiential avoidance on cognitive-emotional regulation. In other words, higher levels of anxiety and experiential avoidance may lead to increased activation of disconnection and rejection schemas, which ultimately contributes to poorer cognitive-emotional regulation among female teachers.
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| Keywords: Emotional regulation strategies, anxiety, experiential avoidance, and schemas in the area of rejection and disconnection |
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Type of Study: Research |
Subject:
Special
Received: 2026/07/5 | Accepted: 2026/09/1 | Published: 2026/09/1 | ePublished: 2026/09/1
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