إستخدام الاستراتيجيات المعرفية لتنظيم الانفعال لدى الذكور والإناث من طلاب الثانوية العامة
The study aims to reveal of Differences between (males / females) and specialization (literary / scientific) on cognitive strategies to regulate emotion, and to achieve this goal, the research was conducted on a sample of (428) male and female students from high school students (213 students - 215 students), including (214) from the scientific section and (214) from the literary section, with an average age of (6.17) years and a standard deviation of (362.0), and after applying the research tools represented in the questionnaire of cognitive strategies for emotion regulation (prepared by Garnefski, et al,2001, Arabization: Nadia Mahmoud Ghoneim, 2019),The most significant findings revealed statistically significant differences between secondary students in gender (male - female) and specialization (literary - scientific) in non-adaptive strategies (blame). The differences favoured females from the literary specialization, there were statistically significant differences among secondary students in gender (male - female) and specialization (literary - scientific) at 0.01 on adaptive strategies (acceptance, positive refocus, setting attitudes and events in the right context) in favour of males from the literary specialization, and no statistically significant differences among secondary students in gender and dimensions (positive reassessment, planning). (Published abstract)