THE INFLUENCE OF SELF-CONCEPT, COGNITIVE EMOTION REGULATION STRATEGIES ON DEPRESSION AND REDUCING DEPRESSION OF VOCATIONAL COLLEGE STUDENTS THROUGH INTEGRATIVE GROUP COUNSELING

Abstract

This study aims to 1) explore the effects of self-concept and cognitive emotion regulation strategies on depression among vocational college students; 2) develop an integrative group counseling program to enhance self-concept and relatively adaptive cognitive emotion regulation strategies (RACERS) while reducing depression. A mixed-methods approach was adopted, consisting of two phases. Phase 1: A stratified random sampling method was used to select 400 students, who completed the Self-Rating Depression Scale (SDS) (the Cronbach's alpha coefficient is 0.826), Tennessee Self-Concept Scale (TSCS) (the Cronbach's alpha coefficient is 0.976), and Cognitive Emotion Regulation Questionnaire (CERQ) (the Cronbach's alpha coefficient is 0.967). For quantitative analysis, methods such as descriptive statistical analysis, Pearson correlation analysis, multiple regression analysis, and repeated measures multivariate analysis of variance (MANOVA) were employed. Results showed that depression was positively correlated with self-concept and relatively adaptive cognitive emotion regulation strategies (p

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