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Garnefski, N., & Kraaij, V. (2006) Cognitive Emotion Regulation Questionnaire—Development of a Short 18-Item Version (CERQ-Short). Personality and Individual Differences, 41, 1045-1053.
http://dx.doi.org/10.1016/j.paid.2006.04.010

has been cited by the following article:

• TITLE: The Role of Assertiveness and Self-Assertion in Female High School Students’ Emotional Self-Regulation

  AUTHORS: Bahman Allahyari, Hossein Jenaabadi

  KEYWORDS: Assertiveness, Self-Assertion, Emotional Self-Regulation, Female High School Students

  JOURNAL NAME: Creative Education, Vol.6 No.14, August 19, 2015

  ABSTRACT: The current study aimed to investigate the role of assertiveness and self-assertion in emotional self-regulation of female students. The statistical population included all second period female high school students in Jalagh, in the academic year 2014-2015, among which 200 students were selected using census method. This was a descriptive-correlational study. To collect data, Assertion Inventory (Gambrill & Richie, 1975) and Cognitive-Emotion Regulation Questionnaire (Garnefski et al., 2001) were used. To analyze the obtained data, both descriptive (mean, standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were applied, using SPSS. The results indicated that all subscales of emotional self-regulation were significantly related to assertiveness and self-assertion.