Cognitive emotion regulation strategies, levels of conscious awareness and the meaning of life in university students

This research aims to examine the relationship between cognitive emotion regulation strategies, mindfulness levels and the meaning of life in university students. In addition, in the study, cognitive emotion regulation strategies, mindfulness levels and meaning of life in university students were examined in terms of gender and trauma variables. According to the results of the data analysis, there was a positive correlation between the students' cognitive emotion regulation strategies such as refocus on planning, positive refocusing, positive reappraisal, putting into perspective, and mindfulness; A statistically significant negative correlation was found between acceptance, self-blame, other-blame and catastrophizing and mindfulness scores. Among the cognitive emotion regulation strategies of the students, there was a positive correlation between refocus on planning, positive refocusing, positive reappraisal, putting into perspective and the existence of meaning in life, one of the sub-dimensions of meaning in life; A statistically significant negative correlation was found between acceptance, self-blame and catastrophizing and the existence of meaning in life, one of the sub-dimensions of meaning in life. A statistically significant positive correlation was found between the students' cognitive emotion regulation strategies of acceptance, refocus on planning, positive reappraisal, putting into perspective, self-blame, catastrophizing and rumination and the search for meaning in life, one of the sub-dimensions of meaning in life. A statistically significant positive correlation was found between the students' mindfulness and the scores of the existence of meaning in life, one of the sub-dimensions of meaning in life.