The model of the causal relationship between psychological well-being and ambiguity tolerance with academic performance with the mediation of cognitive regulation of emotion in second-grade male students
Subject Areas : social psychology
mohamad hossein mohebi nouredinvand
1
(Department of Psychology, Masjed-Soleiman Branch, Islamic Azad University, , Masjed-Soleiman, Iran)
mahmood jalili
2
(Department of Psychology, Ahwaz Branch, Islamic Azad University, Ahwaz, Iran)
Keywords: psychological well-being, ambiguity tolerance, academic performance, cognitive emotion regulation,
Abstract :
Abstract The purpose of this research was to investigate the relationship between psychological well-being and ambiguity tolerance with academic performance through the mediation of cognitive emotion regulation. The descriptive research method was structural equation modeling. The statistical population of this research was all male secondary school students, the sample size included 220 people who were selected by multi-stage cluster random sampling. The subjects completed the McLain Ambiguity Tolerance Questionnaire (2009), Riff's Psychological Well-Being Questionnaire (2013), and the Garnefski & Kraaij Emotional Regulation Questionnaire (2006) and the final grade point average was used as an indicator of academic performance. Data analysis was done using the statistical method of structural equation modeling. The results of the analysis indicated the confirmation of the fit of the hypothetical research model. The standard coefficients of path analysis showed that ambiguity tolerance (0.35, p<0.01) and psychological well-being (0.51, p<0.01) have a significant direct effect on academic performance. Also, these two variables mediate Cognitive regulation of emotion (adaptable) has a significant indirect effect with academic performance of students (p<0.01). In addition, the direct path of ambiguity tolerance and psychological well-being with cognitive regulation of emotion (inadaptable) was not significant. According to the results Based on the findings, solutions or programs can be considered to improve psychological well-being and increase students' ability to tolerate ambiguity, as well as to recognize and regulate their emotions in an efficient manner.