نقش میانجی تنظیم شناختی هیجان در رابطه بین سازگاری اجتماعی و انگیزه یادگیری خودتنظیمی در دانش‌آموزان ابتدایی شهر بجنورد

علی حمیدی; رسول شاکری; محمد صادق میری وحید

Authors

Ali Hamidi Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnord, Iran Author https://orcid.org/0009-0004-6303-2795
Rasoul Shakeri Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnord, Iran Author https://orcid.org/0000-0001-7329-2639
Seyed Mohammad Sadegh Miri Vahid Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnord, Iran Author https://orcid.org/0009-0006-8089-0008

Keywords:

Social adjustment, cognitive emotion regulation, self-regulated learning motivation, elementary students, structural equation modeling

Abstract

Objective: This study aimed to examine the mediating role of cognitive emotion regulation in the relationship between social adjustment and self-regulated learning motivation among elementary school students in Bojnord.

Methodology: This applied descriptive-correlational study employed structural equation modeling. The population consisted of all fourth- to sixth-grade elementary students in Bojnord during the 2023–2024 academic year, from whom 384 students were selected using multistage cluster sampling. Data were collected using the Matson Social Adjustment Questionnaire, the Cognitive Emotion Regulation Questionnaire, and the Self-Regulated Learning Motivation Scale. Data were analyzed using SPSS and AMOS, and the mediating effect was tested through bootstrapping.

Findings: Results showed that social adjustment had a significant direct effect on self-regulated learning motivation (β = .31, p < .01), cognitive emotion regulation significantly predicted learning motivation (β = .38, p < .01), and social adjustment significantly predicted cognitive emotion regulation (β = .42, p < .01). The indirect effect of social adjustment on learning motivation through cognitive emotion regulation was also significant (β = .16, p < .01).

Conclusion: Cognitive emotion regulation plays a significant mediating role in the relationship between social adjustment and self-regulated learning motivation, indicating that enhancing emotional and social competencies can substantially improve students’ academic motivation.

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