The prediction of Academic Buoyancy Based on Perception of Competence and Cognitive Emotion Regulation Strategies in students

Document Type: Original Article

Authors

1 M.A. in Psychology, Payame Noor University, Tehran, Iran

2 Assistant Professor of Psychology, Payame Noor University, Tehran, Iran.

10.22034/ijsc.2020.226721.1038

Abstract

Objective: The aim of the present study was to predict academic Buoyancy of students based on perception of competence and cognitive regulation of emotion.
Method: The method of this study was descriptive correlational. The statistical population of the study consisted of second grade of high school students of Isfahan in their first educational semester in 2018. 200 students were selected using Morgan Table and multi-stage cluster sampling method. Chari and Dehghanizadeh questionnaire of academic Buoyancy (2012), Perceived Competency Questionnaire (PCS) and Cognitive Emotion Regulation Questionnaire of Garnefski et al. (2001) were used as instruments of the study. Data were analyzed using Pearson correlation coefficient and multivariate regression and the use of SPSS 23 software.
Results: The results of the study revealed that among the cognitive dimensions of emotion, rumination of thoughts, others blaming, evaluation and acceptance and also perception of competence are able to predict academic Buoyancy (p <0.001).
Conclusion: It can be concluded that if specialists be able to boost perception of competence as well as positive cognitive emotion regulation strategies in individuals, academic Buoyancy will be increased in a significant manner. The results of this research might be useful for prediction of academic Buoyancy in schools.

Keywords