Gender Differences in Cognitive Emotion Regulation and Peer Pressure among Adolescents

Description

Page: 79-82

Debleena Kumar (Department of Psychology, Bijoy Krishna Girls’ College, Howrah, West Bengal)

The goal of the present investigation is to find gender disparities in using strategies to regulate emotions cognitively and receive peer pressure from students of secondary school. 50 boy and 50 girl students of secondary school were selected to fulfil the aim of this venture. Cognitive Emotion Regulation Questionnaire (CERQ) and Peer Pressure Scale were administered to the participants. To determine the findings, the mean, SD, and “t” test were calculated. The findings showed that adolescent boys are subjected to greater peer pressure than teenage girls. Substantial Gender variance has also been found in using the strategies of Self, Rumination, Positive Refocusing and Reappraisal, Putting into Perspective and Other blame.