The relationship between temperament type and the level of conscious awareness and cognitive emotion regulation in university students

This study aims to examine the levels of mindfulness and cognitive emotion regulation among university students aged 18-30 in relation to their temperament types. A total of 500 volunteers participated in the study, and they were administered the Demographic Information Form, Cognitive Emotion Regulation Questionnaire (BDDÖ), Mindful Attention Awareness Scale (BFÖ), and Temperament Evaluation of Memphis, Pisa, Paris, and San Diego Autoquestionnaire (TEMPS-A). In this context, independent samples t-test and one-way ANOVA analyses were used to examine the participants' temperament types in relation to mindfulness and cognitive emotion regulation levels across demographic variables. Significant differences found in the one-way ANOVA analysis were further investigated using Tukey's post-hoc test. Additionally, the relationship between university students' temperament types and their levels of mindfulness and cognitive emotion regulation was evaluated using Pearson correlation analysis. According to the analyses, when examining the temperament types of university students by gender, it was found that females scored significantly higher in the cyclothymic temperament type than males. When examining the temperament types by economic level, it was found that participants with lower economic status scored significantly higher in the anxious temperament type. When examining the temperament types by the change of residence due to education, it was found that students who relocated due to education scored significantly higher in the anxious temperament type than those who did not relocate. When examining mindfulness levels by economic status, participants with a moderate economic level scored significantly higher than those with a high economic level. When examining the mindfulness levels by recent grade point average, students with GPAs ranging from 3.00-3.50 to 3.50-4.00 scored significantly higher than those with GPAs ranging from 1.00-2.00, students with high final term grades were found to have higher awareness than students with low final term grades. When examining cognitive emotion regulation levels by gender, females scored significantly higher in the rumination dimension than males. When examining cognitive emotion regulation levels by economic status, significant differences were found among groups in the perspective-taking dimension. When examining cognitive emotion regulation levels by education level, significant differences were found among groups in the positive reappraisal dimension.