Volume 4, Issue 2 (8-2021)
Iranian Journal of Educational Sociology 2021, 4(2): 83-92 |
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Vaziri C, Ghanbari Panah A, Tajalli P. (2021). Modeling of Self-regulation based on Cognitive Flexibility with Mediated Role of Psychological Hardiness in Students. Iranian Journal of Educational Sociology. 4(2), 83-92. doi:10.52547/ijes.4.2.83
URL: http://iase-idje.ir/article-1-986-en.html
URL: http://iase-idje.ir/article-1-986-en.html
1- PhD Student of Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (1102 Views)
Purpose: The aim of present research was determine the modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students.
Methodology: The present study was descriptive, correlational type. The research population was all secondary high school students of Tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. Data were collected by self-regulation questionnaire (Bouffard & et al, 1995), cognitive flexibility inventory (Dennis & Vander Wal, 2010) and psychological hardiness scale (Lang & Goulet, 2003) and analyzed by structural equation modeling method in SPSS-22 and Amos-21 software.
Findings: The findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. Also, cognitive flexibility on psychological hardiness and psychological hardiness on self-regulation had significant direct effect (P<0.001), while cognitive flexibility on self-regulation had not significant direct effect (P>0.05). In Addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (P=0.009).
Conclusion: Regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve self-regulation of students.
Methodology: The present study was descriptive, correlational type. The research population was all secondary high school students of Tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. Data were collected by self-regulation questionnaire (Bouffard & et al, 1995), cognitive flexibility inventory (Dennis & Vander Wal, 2010) and psychological hardiness scale (Lang & Goulet, 2003) and analyzed by structural equation modeling method in SPSS-22 and Amos-21 software.
Findings: The findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. Also, cognitive flexibility on psychological hardiness and psychological hardiness on self-regulation had significant direct effect (P<0.001), while cognitive flexibility on self-regulation had not significant direct effect (P>0.05). In Addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (P=0.009).
Conclusion: Regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve self-regulation of students.
Type of Study: Research Article |
Subject:
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Received: 2021/02/26 | Accepted: 2021/04/7 | Published: 2021/06/3
Received: 2021/02/26 | Accepted: 2021/04/7 | Published: 2021/06/3
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