The mediating role of emotional safety in the relationship between cognitive emotion regulation and academic motivation

Subject Areas : Educational management

leila Bakhshi Sooreshjani ¹ , Eshrat Gholamzadeh ²

1 - Member of the academic staff of Islamic Azad University, Behbahan , Iran
2 - Islamic Azad University, Behbahan branch

Received: 2022-07-02 Accepted : 2022-10-13 Published : 2022-11-22

Keywords: cognitive emotion regulation, Students, academic motivation, Emotional Safety,

Abstract :

The aim of this study was to mediate the role of emotional safety in the relationship between cognitive emotion regulation and academic motivation. The research method was applied in terms of purpose and descriptive-correlational in terms of collection method. The statistical population of the study consisted of all female high school students in Behbahan in 2016-2017, of which 350 were selected through random sampling of multi-stage clusters. . Harter Academic Motivation Scale (1981), Emotional Safety Scale by Bruner et al. (2008) and Garnfsky, Craig and Spinhaven (2002) Cognitive Emotion Regulation Questionnaire were used to collect data. Pearson correlation coefficient and multiple regression were used to analyze the data. Findings showed that among the components of cognitive emotion regulation, respectively; Blaming others, self-blame, positive refocusing, rumination, and catastrophe all have an effect on academic motivation. Also, the components of blaming others, positive refocusing, rumination, and catastrophizing affect emotional safety. Findings also showed that the direct effect of cognitive emotion regulation on emotional safety is positive and significant, also the direct effect of cognitive emotion regulation on academic motivation is positive and significant. Conclusion: In general, it can be concluded that academic motivation and emotional safety can be predicted through cognitive regulation of emotion.