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Volume 24, Issue 148 (6-2025)
Journal of Psychological Science 2025, 24(148): 79-95 |
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shakarami M, Viskarmi H A, Sadeghi M. (2025). The mediating role of emotion regulation in the relationship between family emotional climate and academic adjustment. Journal of Psychological Science. 24(148), 79-95.
URL: http://psychologicalscience.ir/article-1-2483-en.html
URL: http://psychologicalscience.ir/article-1-2483-en.html
. Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran , veiskarami.h@lu.ac.ir
Abstract: (341 Views)
Background: It is believed that one of the most influential factors of adolescent success is academic adjustment, and it has important implications for adolescents' abilities to succeed in school and adulthood. The structure and emotional atmosphere of the family, along with teaching emotional regulation skills to adolescents, can provide the ground for emotional, academic, and social adjustment, so conducting a study on the factors affecting students' adjustment is a basic necessity in adolescence.
Aims: The purpose of this study was to determine the mediating role of emotion regulation in the relationship between family emotional climate and academic adjustment.
Methods: The present study is a descriptive correlation study that was conducted using the structural equation modeling method. The statistical population of the study consisted of all male high school students in Khorramabad in the academic year 2023-2024. The sample consisted of 315 second-year students in Khorramabad who were selected by multi-stage cluster sampling. To collect data, Hill burn's family emotional atmosphere scale, 1964, Gross and John's (2003) emotion regulation scale, and Baker & Siryk's (1984) academic adjustment scale were used. To analyze the data, SPSS.22 software using Pearson correlation coefficient and Smart PLS.3 software was used to model structural equations.
Results: The results showed that all dimensions of emotional atmosphere and emotion regulation had a positive and significant relationship with the total score of academic adjustment (P< 0.05). The results of structural equation modeling showed that family emotional climate has no direct and significant effect on academic adjustment. Rather, through the mediating role of emotional regulation, it has a good indirect relationship with academic adjustmen (P< 0.05).
Conclusion: Therefore, by teaching emotional regulation skills to parents and students, the role of other factors that lead to students' incompatibility and non-conformity can be moderated. Therefore, it is suggested to the education authorities to put the training of parent-child relations and emotional regulation skills in a mutual model of parents and students on the agenda.
Aims: The purpose of this study was to determine the mediating role of emotion regulation in the relationship between family emotional climate and academic adjustment.
Methods: The present study is a descriptive correlation study that was conducted using the structural equation modeling method. The statistical population of the study consisted of all male high school students in Khorramabad in the academic year 2023-2024. The sample consisted of 315 second-year students in Khorramabad who were selected by multi-stage cluster sampling. To collect data, Hill burn's family emotional atmosphere scale, 1964, Gross and John's (2003) emotion regulation scale, and Baker & Siryk's (1984) academic adjustment scale were used. To analyze the data, SPSS.22 software using Pearson correlation coefficient and Smart PLS.3 software was used to model structural equations.
Results: The results showed that all dimensions of emotional atmosphere and emotion regulation had a positive and significant relationship with the total score of academic adjustment (P< 0.05). The results of structural equation modeling showed that family emotional climate has no direct and significant effect on academic adjustment. Rather, through the mediating role of emotional regulation, it has a good indirect relationship with academic adjustmen (P< 0.05).
Conclusion: Therefore, by teaching emotional regulation skills to parents and students, the role of other factors that lead to students' incompatibility and non-conformity can be moderated. Therefore, it is suggested to the education authorities to put the training of parent-child relations and emotional regulation skills in a mutual model of parents and students on the agenda.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)