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year 14, Issue 2 (Spring 2025 2025)
Rooyesh 2025, 14(2): 155-164 |
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Balideh M, Ebrahimpour M, Sahebdel H. (2025). The mediating role of cognitive emotion regulation in the relationship between social atmosphere of school and students' academic well-being. Rooyesh. 14(2), 155-164.
URL: http://frooyesh.ir/article-1-5758-en.html
URL: http://frooyesh.ir/article-1-5758-en.html
1- Ph.D. student, Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
2- Assistant Professor of Psychology of Exceptional Children, Qaenat Branch, Islamic Azad University, Qaenat, Iran. ,Majid_RMR@yahoo.com
3- Assistant Professor of Counseling Department, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
2- Assistant Professor of Psychology of Exceptional Children, Qaenat Branch, Islamic Azad University, Qaenat, Iran. ,
3- Assistant Professor of Counseling Department, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
Abstract: (32 Views)
The purpose of the present study was to investigate the mediating role of cognitive regulation of emotion in the relationship between the social atmosphere of the school and the academic well-being of students. The descriptive-correlation research method was structural modeling. The statistical population included second-year high school students of Birjand city in the academic year of 2022-2023, and 350 people were selected as the sample size by stratified random sampling. The research tools included the Academic Wellbeing Questionnaire (AWBQ) by Tominin-Sweeney et al. (2012), the Cognitive Emotion Regulation Questionnaire (CERQ) by Garnevsky et al. (2001), and the Delaware School Climate Survey (DSCS) by Beer et al. (2011). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed a significant direct effect of school social climate on both adaptive and non-adaptive components of cognitive regulation of emotion and academic well-being (P<0.01). Also, the direct effect of both adaptive and non-adaptive components of cognitive emotion regulation on academic well-being was significant (P<0.01). Also, the results indicated the indirect effect of school social climate on academic well-being through the mediation of both adaptive and non-adaptive components of cognitive emotion regulation (P<0.01). These results show that the maladaptive emotion regulation according to the role of the social atmosphere of school can explain the academic well-being of students.
Type of Article: Research |
Subject:
Health
Received: 2024/10/30 | Accepted: 2024/12/8 | ePublished: 2025/04/30
Received: 2024/10/30 | Accepted: 2024/12/8 | ePublished: 2025/04/30
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