Abstract

This study aimed to identify the psychological stresses and its relation to the cognitive strategies of emotional regulation among the students who are going to graduate. The researcher used the descriptive approach in its both relational and comparative. The study sample consisted of (242) female students who are going to graduate. The researcher used the psychological stresses scale and the cognitive strategies of emotional regulation scale. The study reveals that: there is a positive correlation with statistically significant at the level of (0.01) between psychological stress and each of (self-blame, blaming others, rumination, catastrophizing) for university students who are going to graduate. However, the results showed that there is an inverse relationship with statistically significant at level of (0.01) between psychological stress and each of (positive refocusing, refocus on planning, positive reappraisal, putting into perspective) among students who are going to graduate. It also showed that there are statistically significant differences at the level of (0.05) and less between the averages of the degrees between outstanding students and the underachievers students in the total degree of psychological stress and its sub-dimensions represented in (family stresses- study stresses- stresses of free time) toward students who are underachievers. Furthermore, the results showed that there are statistically significant differences at the level of (0.05) among outstanding students and the underachievers students under the cognitive strategies of emotional regulation related to catastrophizing to towards of female students who are underachievers.