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Volume 21, Issue 120 (11-2022)
Journal of Psychological Science 2022, 21(120): 2433-2448 |
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attarkhamanehei F, kadivar P, emamipur S, sepah mansur M. (2022). The mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence. Journal of Psychological Science. 21(120), : 7 doi:10.52547/JPS.21.120.2433
URL: http://psychologicalscience.ir/article-1-1759-en.html
URL: http://psychologicalscience.ir/article-1-1759-en.html
Professor, Department of Psychology, Kharazmi University, Tehran, Iran , kadivar@khu.ac.ir
Abstract: (773 Views)
Background: Academic competence in the sense of knowledge, behavior, and obvious and hidden skills give people the ability to perform their duties effectively. Research shows that in addition to social support from important people in educational environments, emotion regulation is also one of the important factors of academic success and competence, but the mediating role of this concept has been neglected in the studied society.
Aims: This study aimed to determine the mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence.
Methods: The research method was descriptive-correlational, and the purpose of the research was applied. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, from which 610 students were selected by multi-stage random sampling. The instruments of the present study included the Academic Competence Evaluation Scale by Diperna & Elliott (1999), the Multidimensional Scale of Perceived Social Support by Zimet et al. (1988), and the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001). Data were analyzed using structural equation modeling.
Results: The results showed that the structural model has an acceptable fit with the collected data. In the present study, the indirect path coefficient between perceived social support through non-adaptive cognitive emotion regulation strategies (p<0.01, β=0.106) and through adaptive cognitive emotion regulation strategies (p<0.01, β=0.142) were positive and significant at 0.01 level.
Conclusion: Based on the results of the present study, it is suggested to school counselors, clinicians, and therapists in the field of children and adolescents to assess and evaluate the level of social support of students, and to identify and consider its manifestations to regulate students' emotions and academic competence.
Aims: This study aimed to determine the mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence.
Methods: The research method was descriptive-correlational, and the purpose of the research was applied. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, from which 610 students were selected by multi-stage random sampling. The instruments of the present study included the Academic Competence Evaluation Scale by Diperna & Elliott (1999), the Multidimensional Scale of Perceived Social Support by Zimet et al. (1988), and the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001). Data were analyzed using structural equation modeling.
Results: The results showed that the structural model has an acceptable fit with the collected data. In the present study, the indirect path coefficient between perceived social support through non-adaptive cognitive emotion regulation strategies (p<0.01, β=0.106) and through adaptive cognitive emotion regulation strategies (p<0.01, β=0.142) were positive and significant at 0.01 level.
Conclusion: Based on the results of the present study, it is suggested to school counselors, clinicians, and therapists in the field of children and adolescents to assess and evaluate the level of social support of students, and to identify and consider its manifestations to regulate students' emotions and academic competence.
Article number: 7
Type of Study: Research |
Subject:
Special
Received: 2022/07/10 | Accepted: 2023/03/1 | Published: 2023/02/21
Received: 2022/07/10 | Accepted: 2023/03/1 | Published: 2023/02/21
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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)