Document Type : Research Paper
Authors
1 Associate Professor, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 Department of Psychology, University of Kurdistan, Sanandaj, Iran
3 Ph.D. Student of Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil , Iran.
Abstract
The purpose of the current research was to find the causal modeling of school anxiety based on educational stressors and educational competence with the mediation of difficulty in emotion regulation in students. The current research was a descriptive correlational type in terms of its practical purpose and the method of data collection. The statistical population of the research included all the students of Region 1 of Ardabil city in the academic year of 2021-2022. 240 students participated in the research by cluster sampling method. To collect data, Phillips school anxiety questionnaires (1978), Masoumi and Dashti's educational stressors questionnaire (2016), Diperna and Elliott's educational competence (1999) and Gratz and Romer's (2004) emotion regulation difficulty were used. The collected data were analyzed using the structural equation modeling method. The results related to the model fit indices also showed that the difficulty in emotion regulation can mediate the relationship between educational stressors and educational competence with school anxiety (p<0.01). According to the research findings, educational stressors and educational competence are related to school anxiety through difficulty in regulating emotions. Therefore, it can be concluded that due to anxiety and weak ability to face challenges in school, students are at risk and this finding can be used as a research support for psychological problems in teenagers and students.
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