Linking Social-emotional competence based on positive mood characteristics and self-efficacy in emotion regulation: Testing the Mediating Role of social support

Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:

JR_JPC-2-4_002

تاریخ نمایه سازی: 31 خرداد 1401

Abstract:

A child's ability to engage positively with others, express emotions positively, and control behavior is referred to as social and emotional competence. Thus, the aim of this study was to explain social-emotional competence based on positive mood Characteristics, self-efficacy in emotion regulation with mediating role of social support of female students. The method used in this research was structural equation modeling correlation, which was performed in Tehran during the academic year ۲۰۱۸-۲۰۱۹ in December and October. ۴۲۰ female students from all female students with an average age of ۱۷ years in public schools in Tehran in the academic year ۲۰۱۹-۲۰۲۰, were randomly selected by cluster sampling method. Bromes's temperament (۲۰۰۷), social support of Wax et al. (۱۹۸۶), self-efficacy of Caprara et al. (۲۰۰۸), and competence Emotional-social completed by students Zhu and Ei (۲۰۱۲) questionnaires were administered to students. Pearson correlation coefficient test and path analysis methods were used to analyze the data. Data were analyzed using SPSS-۲۱ and AMOS۱۸ software. Based on the presented model (The root-mean-square error (RMSEA) was ۰.۰۷۲, and the square root of the mean squared residual (SRMR) was ۰.۰۶۲, which was less than the criterion (۰.۰۸) and thus confirmed the fit of the model. Based on the results, Positive mood traits affect social-emotional competence both directly (P <۰.۰۵, β = ۰.۱۵۹) and indirectly through social support (P <۰.۰۵, β = ۰.۲۰۴). In order to promote social-emotional competence, social support should consider an effective variable and important intervention priority of educational systems.

Keywords:

Social-emotional competence , Positive mood , Self-efficacy in emotion regulation , social support

Authors

Sima Ghamary

PhD Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Parvin Kadivar

Full Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

Afsaneh Ghanbaripanah

Ph.D. Assistant Professor, Department of Exceptional Child Psychology and Education, Islamic Azad University, Tehran Central Branch, Tehran, Iran