Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students

Background: The researches emphasize the importance of the relationship between psychological hardiness and differentiation of self with cognitive flexibility and self-regulation with academic engagement. Thus, the purpose of this study was to predict cognitive flexibility and academic engagement based on self-regulation, psychological hardiness and differentiation of self by mediating family functioning in students. Materials and Methods: For this purpose, in a descriptive-correlational study ۴۹۹ of the second-high school students of Tehran in the academic year, ۲۰۱۹-۲۰۲۰ were selected by random cluster sampling method. The statistical population includes four hundred and ninety students of Tehran who were selected by the multistage cluster random sampling method. Data collection tools included the Cognitive Flexibility Inventory (CFI), The Maslach Burnout Inventory, Self-Regulation Questionnaire, Psychological Hardiness scale, The Differentiation of Self Inventory (DSI), and The McMaster family assessment device. Data were analyzed using the Structural Equation Modeling method using the SPSS software version ۲۰.۰ and Amos software version ۲۴.۰. Results: The most frequent were in the ۱۷-year-old group (۱۱th level) with ۱۶۹ participants and the least abundant belongs to the ۱۸-year-old group (۱۲th level), with ۱۶۷ participants. The findings showed that there was a significant full effect relationship between self-regulation and academic engagement (p <۰.۰۰۱). According to the results, there was a significant full effect between the differentiation of self with cognitive flexibility (p <۰.۰۳۷). The results showed that there was a significant full effect between self-regulation and academic engagement (p <۰.۰۰۱).  Conclusion: Based on the results, the students who are at a lower level of differentiation of self may be frustrated by the family's excitement, which leads to emotional breakdown or confusion with others.

Keywords:

academic engagement , Cognitive , Self-differentiation , Self-regulation , Student