Investigating the predictive role of personality traits and emotion regulation on students' academic resilience

Subject Areas :

fatemeh tavakoli ¹ , Maryam Kalhornia Golkar ² , Robabeh Ataeifar ³

1 - Master of Personality Psychology, Karaj Branch, Islamic Azad University, Iran
2 - Faculty of Psychology and Educational Sciences, Department of Psychology, Islamic Azad University, Karaj, Iran
3 - Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Karaj, Iran

Received: 2024-03-10 Accepted : 2024-10-11 Published : 2024-09-16

Keywords: academic resilience, emotion regulation, personality traits ,

Abstract :

The aim of the present study was to predict academic resilience based on personality traits and emotion regulation in students. The present study method was descriptive and correlational and the statistical population included all students of Islamic Azad University, Karaj Branch in the academic year 1401-1402, from which 200 people were selected based on the Fidel and Tabachnik formula (2007) and using a random sampling method. Data were collected using Samuels's Academic Resilience Questionnaires (2004), Neo's Personality Traits (1989), and Garnevsky and Kraij's Emotion Regulation Strategies (2006). Data were analyzed using SPSS 26 software at two descriptive and inferential levels. In order to examine the research hypothesis, regression analysis was used with respect to the assumptions. The results showed that the personality trait of neuroticism (β=-0.452, p<0.01) with a negative coefficient and the personality traits of agreeableness (β=0.153, p<0.05) and positive cognitive emotion regulation strategies (β=0.255, p<0.01) with positive coefficients and an explanation coefficient of 0.44 predict students' academic resilience. Therefore, the personality trait of neuroticism weakens academic resilience, and the personality trait of agreeableness and positive cognitive emotion regulation strategies improve and strengthen academic resilience in students.

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