David Lester

The present study aimed to develop a model of social anxiety in students based on maladaptive cognitive emotion regulation strategies, examining the mediating role of negative self-talk. This descriptive-correlational study (using structural equation modeling) employed an applied research approach. The statistical population consisted of high school students (second period) in Ardabil during the 2023–2024 academic year. Using a cluster random sampling method, 251 students (119 boys and 132 girls) were selected. The data were collected through the Social Phobia Inventory (SPIN), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Calvete Self-Talk Inventory (STI). Data analysis was conducted using SPSS-27 and AMOS-24 software. Maladaptive cognitive emotion regulation strategies were found to be positively and significantly related to social anxiety, both directly and indirectly through negative self-talk. Negative self-talk played a significant mediating role in this relationship. The findings highlight the importance of psychological interventions aimed at reducing maladaptive emotion regulation strategies and negative self-talk. Educational programs based on emotion regulation and cognitive restructuring may effectively reduce students’ social anxiety.