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:: Volume 1, Issue 6 (9-2017) ::
3 2017, 1(6): 114-124 Back to browse issues page
The Relationship Between Cognitive Emotion Regulation and Academic Buoyancy with The Role of Mediating Self-Handicapping in Students
Fatemeh Bahrami
Assistant Professor, PhD of Education Psychology, Department of Education Science, Hakim Sabzevari University, Sabzevar, Iran
Abstract:   (264 Views)
Purpose: in the present study, the relationship between cognitive emotion regulation and academic buoyancy with the role of mediating self-disability in students has been studied. Methodology: The present study was descriptive-correlational. The research population included all female secondary school students in Sabzevar City. 323 students were randomly selected as the sample in a multistage cluster sampling method. They completed Jones and Rodwellt Self-Handicapping Scale (1982), Garnfesky, Kareev and Spinhaun (2001) Emotional Cognitive Regulation Questionnaire and Dehghanizadeh and Hosseinchary (2012) Academic Buoyancy Questionnaire. Findings: The results of the research indicated that the model of the research had excellent fitting and self-handicapping has a mediating role in the relationship between emotional cognitive regulation and students’ academic buoyancy. Also, 79% of the variations in academic buoyancy are explained through the strategies of positive and negative cognitive emotion regulation and academic self-handicapping and 74% of the variations in academic self-handicapping are explained through the strategies of positive and negative emotion cognitive regulation. Discussion: As a result, it should be acknowledged that students who grow up to develop strong emotions could handle social barriers and pressure well, and manage behaviors that can mitigate their academic achievement. Therefore, the emotional stress of students in dealing with stressful situations affects self-handicapping and, consequently, their academic buoyancy.
Keywords: Emotion Cognitive Regulation, Academic Buoyancy, Self-Handicapping, Students
Full-Text [PDF 511 kb]   (263 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/10/9 | Accepted: 2018/10/9 | Published: 2018/10/9
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Bahrami F. The Relationship Between Cognitive Emotion Regulation and Academic Buoyancy with The Role of Mediating Self-Handicapping in Students. 3. 2017; 1 (6) :114-124
URL: http://iase-idje.ir/article-1-268-en.html


Volume 1, Issue 6 (9-2017) Back to browse issues page
انجمن جامعه شناسی آموزش و پرورش ایران Iranian journal of educational sociology
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