Ministry of Youth and Sports Strategic Studies on Youth and Sports 2821-1278 13 25 2014 11 22 Identity Styles and Cognitive Emotion Regulation Strategies and Mental Health in University Students: Structural Equation Modeling Identity Styles and Cognitive Emotion Regulation Strategies and Mental Health in University Students: Structural Equation Modeling 133 150 58 FA Fereshteh Pourmohseni Koluri Ph.D., Assistant Professor in Psychology, Payam-e- Nour University Journal Article 2014 06 09 This research is to examine the role of identity styles and emotion regulation on mental health in university students. So, structural equation modeling techniques were used in this study. This research was a correlation descriptive study that performed on  250 subjects selected among Mohaghegh Ardebili University’ students based on multi-stage cluster sampling. Participants answered the identity styles questionnaire, cognitive emotion regulation strategies scale and Anxiety, Depression and Stress Scale (DASS). Data was analyzed with Pearson correlation and path analysis by SPSS 18 and Amos 20. Results of path analysis indicated that informational identity and diffuse-avoidant style directly affected on depression and anxiety. Also, informational identity through Refocus on Planning, and diffuse-avoidant style through rumination had significant effect on depression and anxiety. Informational style had positively and directly effect on Refocus on Planning, and diffuse-avoidant style had negatively and directly effect on rumination and self-blame. Refocus on Planning, positive reappraisal and positive refocusing negatively and directly affect depression and anxiety. In addition, rumination and catastrophizing Informational style was an inverse significant predictor of depression, and diffuse-avoidant style was a significant predictor of anxiety. Also, rumination and catastrophizing positively and directly predicted depression and anxiety and other-blame indicated causal relationships with anxiety. Cognitive emotion regulation strategies and identity styles had important role on psychopathology or well-being and experience of negative emotions. Findings can be used in counseling with students and prevention of mental disorder.  This research is to examine the role of identity styles and emotion regulation on mental health in university students. So, structural equation modeling techniques were used in this study. This research was a correlation descriptive study that performed on  250 subjects selected among Mohaghegh Ardebili University’ students based on multi-stage cluster sampling. Participants answered the identity styles questionnaire, cognitive emotion regulation strategies scale and Anxiety, Depression and Stress Scale (DASS). Data was analyzed with Pearson correlation and path analysis by SPSS 18 and Amos 20. Results of path analysis indicated that informational identity and diffuse-avoidant style directly affected on depression and anxiety. Also, informational identity through Refocus on Planning, and diffuse-avoidant style through rumination had significant effect on depression and anxiety. Informational style had positively and directly effect on Refocus on Planning, and diffuse-avoidant style had negatively and directly effect on rumination and self-blame. Refocus on Planning, positive reappraisal and positive refocusing negatively and directly affect depression and anxiety. In addition, rumination and catastrophizing Informational style was an inverse significant predictor of depression, and diffuse-avoidant style was a significant predictor of anxiety. Also, rumination and catastrophizing positively and directly predicted depression and anxiety and other-blame indicated causal relationships with anxiety. Cognitive emotion regulation strategies and identity styles had important role on psychopathology or well-being and experience of negative emotions. Findings can be used in counseling with students and prevention of mental disorder.  https://faslname.msy.gov.ir/article_58_786d11a8059426c49bd87c77e7ad6ce4.pdf