Volume 4, Issue 1 (3-2021)
Iranian Journal of Educational Sociology 2021, 4(1): 86-94 |
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Jangezahi Shastan N, Kord Tamini B, Karbalaei Hrafteh F S. (2021). The Role of Cognitive Emotion Regulation in Predicting High-Risk Behaviors Mediated by Welfare School for 14-17 Year Old Girls in Saravan. Iranian Journal of Educational Sociology. 4(1), 86-94. doi:10.52547/ijes.4.1.86
URL: http://iase-idje.ir/article-1-945-en.html
URL: http://iase-idje.ir/article-1-945-en.html
1- Phd Student in Educational Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran.
2- Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran.
3- Assistan Professor, Depatment Psychology and Educational Sciences, Zahedan Branch, Islamic Azad University Zahedan, Iran.
2- Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran.
3- Assistan Professor, Depatment Psychology and Educational Sciences, Zahedan Branch, Islamic Azad University Zahedan, Iran.
Abstract: (1102 Views)
Purpose: The aim of this study was to investigate the role of cognitive emotion regulation in predicting high-risk behaviors mediated by the well-being of 14-17 year old girls in Saravan city.
Methodology: This research was descriptive and correlational and was conducted by structural equation modeling based on the partial least squares approach. The statistical population included all 14 to 17 year old male students in Saravan in the academic year 2019-20, and 400 of them were selected by random sampling. The collection tools included questionnaires of prevalence of high-risk behaviors Zadeh Mohammadi (2008), cognitive emotion regulation of Garnefski et al. (2002). The collected data were analyzed using Pearson correlation coefficient in SPSS software and structural equation model by Lisrel software.
Findings: Findings from Pearson correlation coefficient showed that there is a significant positive and negative correlation between the total score of high-risk behaviors with emotion regulation and school well-being at 99% confidence level, respectively, and the structural equation model shows the indirect effect of high-risk behaviors with emotion regulation with School welfare mediation was significant with a coefficient of 0.78, so it can be said that high-risk behaviors with emotion regulation have a significant relationship with school welfare mediation.
Conclusion: According to the research results, the hypothesis that the level of high-risk behaviors in female adolescent students can be predicted based on emotional behaviors and mediation of school well-being was confirmed
Methodology: This research was descriptive and correlational and was conducted by structural equation modeling based on the partial least squares approach. The statistical population included all 14 to 17 year old male students in Saravan in the academic year 2019-20, and 400 of them were selected by random sampling. The collection tools included questionnaires of prevalence of high-risk behaviors Zadeh Mohammadi (2008), cognitive emotion regulation of Garnefski et al. (2002). The collected data were analyzed using Pearson correlation coefficient in SPSS software and structural equation model by Lisrel software.
Findings: Findings from Pearson correlation coefficient showed that there is a significant positive and negative correlation between the total score of high-risk behaviors with emotion regulation and school well-being at 99% confidence level, respectively, and the structural equation model shows the indirect effect of high-risk behaviors with emotion regulation with School welfare mediation was significant with a coefficient of 0.78, so it can be said that high-risk behaviors with emotion regulation have a significant relationship with school welfare mediation.
Conclusion: According to the research results, the hypothesis that the level of high-risk behaviors in female adolescent students can be predicted based on emotional behaviors and mediation of school well-being was confirmed
Type of Study: Research Article |
Subject:
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Received: 2020/12/15 | Accepted: 2021/03/21 | Published: 2021/03/21
Received: 2020/12/15 | Accepted: 2021/03/21 | Published: 2021/03/21
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