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mahmoudpour A, Darba M, Khanjani Veshki S, Pasha S. (2020). Predicting student’s academic competence based on parenting styles, perceived self-efficacy and emotion regulation. Journal of Psychological Science. 19(93), 1115-1124.
URL: http://psychologicalscience.ir/article-1-788-en.html

Background: Numerous studies have examined academic competence, parenting styles, perceived self-efficacy, and emotion regulation. But research that focuses on predicting academic achievement based on parenting styles, perceived self-efficacy, and student emotion regulation has been neglected. Aims: The aim of this study was to predict students' academic competence based on parenting styles, perceived self-efficacy and emotion regulation. Method: The research method was descriptive correlational. The statistical population of the study included all male high school students in the city of Karaj in the academic year of 1398-1399. 320 students were selected by multi-stage cluster sampling. The present research instruments were DiPerna and Elliott's (1999) Curriculum Assessment Scale, Bamrind's Childhood Styles Questionnaire (1972), Sherr's General Self-Efficacy Questionnaire (1982), and Gross & John's Emotional Regulation Questionnaire (2003). Data analysis was performed using correlation coefficient and regression simultaneously.
Results: There is a significant positive relationship between authoritarian parenting style, perceived self-efficacy and emotional market marketing with academic competence (p< 0/05). There was also a significant negative relationship between authoritarian parenting style and academic competence (p< 0/05). The results of multiple regression analysis showed that the The variables of parenting style, perceived self-efficacy and emotion regulation have the ability to predict 60% of academic competence. Conclusions: Parenting styles, perceived self-efficacy, and emotion regulation were able to predict academic competence among students.