Influence of self-concept and cognitive emotion regulation strategies on the depression of Chinese vocational college students

Abstract

This study aimed to explore the relationships between self-concept (SC), cognitive emotion regulation strategies (CERS), and depression among Chinese vocational college students. Specifically, it sought to examine how different components of SC and adaptive and maladaptive CERS influence the depression levels of this population. A quantitative research design was employed, using a cross-sectional survey approach. A total of 375 vocational college students participated in the study, selected through stratified random sampling. Participants completed self-report questionnaires assessing self-concept, CERS, and depression. Data analysis included descriptive statistics, Pearson correlation analysis, and multiple regression to examine the relationships between the key variables. The results revealed a moderate negative correlation between SC and depression, with students exhibiting a more positive SC experiencing lower levels of depression. More adaptive CERS, such as positive reframing, were negatively associated with depression, while maladaptive strategies like rumination were positively correlated with depressive symptoms. Additionally, both SC and emotion regulation strategies significantly predicted depression levels, with emotion regulation strategies having a stronger impact. This study emphasizes that cognitive emotion regulation strategies (CERS) and self-concept (SC) play an important role in analyzing the predisposition to depression in students of vocational colleges in China. Although SC demonstrated a slight relation, adaptive CERS portrayed a more powerful influence on depression protective conditions. The results confirm the importance of school-based interventions that would add a combination of SC and emotion regulation skills to the mental health and academic achievements of students. This study contributes to the understanding of how SC and CERS jointly influence depression in vocational college students. The findings have practical implications for educational institutions, suggesting that interventions targeting SC enhancement and emotion regulation skills can help mitigate depression and improve student well-being.